Diplomas Count - Issue 34, 2012 - 18

Senior Krystal Acevedo takes notes in her AP English Language and Composition class at the Washington Heights Expeditionary Learning School. This year, 100 percent of the senior class applied to college, the principal says.

continUeD from page 16

week in 11th and 12th grades, the Harlem fund provided Cruz with extra help in the college-admissions process, from sat preparation to scholarship searching. He also participated on its robotics team as a senior, which required him to take part in Saturday sessions from October through March. “There was a time when I felt coming to heaf was overwhelming,” says Cruz, who had conflicts with sports and other activities. “I felt like I was not able to deal with it all. But I was able to sit down and figure out what I really wanted to do and I continued coming because I knew being here would open up different opportunities. … I saw academics as more important.” Cruz was raised by his single mother, who is from Honduras. His father is Dominican. To accommodate the diverse backgrounds of its participants, the Harlem fund offers parent conferences in English and Spanish. Through the program, Cruz estimates he has visited nearly 30 campuses and after weighing numerous offers, he decided to study engineering at Pennsylvania State University, in State College, Pa. Involving families as early as middle school is vital to increasing educational attainment for Latino students, says Anne-Marie Nuñez, an assistant professor in educational leadership and policy studies at the University of Texas,

San Antonio. “If parents aren’t familiar with college, they are apprehensive about their children going,” she says. Many are recent immigrants and don’t realize the difference between community colleges and universities. Research shows that many Hispanics “undermatch,” not choosing a four-year college even though they are eligible, says Nuñez. That tendency may be linked to a desire to stay close to home or to concern over finances. Latino students often lack financial literacy, overestimate the cost of college, and tend to be loanaverse, says Nuñez. While a payas-you-go approach has its merits, students are less likely to finish a degree if they attend part time or

if they start at a community college. Programs that partner with schools and businesses to reach out to Latino families can help build the economic, social, and cultural capital that it takes to succeed in college, says Nuñez. “The numbers of Latinos are going to be increasing so much that [this issue] is going to be harder and harder to ignore,” she says.

High School Outreach
Some individual colleges and universities also have developed innovative programs to reach out to the Latino community. In the late 1990s, students from the

Sweetwater Union High School District in San Diego County— about 75 percent of whom are Latino—were not completing high school in large enough numbers, and few were going to college. To guide and motivate students, San Diego State University started the Compact for Success program that guarantees university admission to students in the district who meet set benchmarks. “If we were going to change the tide, we needed education reform in a big way,” says Louis Murillo, the program’s director. Now in its 12th year working with students in grades 7-12, the program entails enlisting both university faculty members and district teachers to make the col-

lege expectations clear and pump up the academic rigor of students’ coursetaking. To earn university admission, students have to maintain a 3.0 gpa through their senior year, complete course requirements, take the act or sat, and pass the college’s math- and English-placement tests. Students are given a laminated sheet that spells out by grade level what they need to do to be on track. Once on campus, the Compact students receive extra tutoring and advising to increase retention. The number of students from Sweetwater passing the proficiency exams for San Diego State has increased 600 percent from 2000 to 2010, and enrollment has grown from 308 students to 650—

college loan-averse
Percentage of students in nondegree, two-year, and four-year postsecondary programs who did not borrow funds from 2003 to 2009 to finance their higher education, by race and ethnicity

44.3%

28.8%

47.1%

56.2%

white

Black

latino

asian
istockphoto.com

source: Beginning Postsecondary students longitudinal study, 2009

18

education week | June 7, 2012

melanie burford/prime for education week


http://www.iStockphoto.com

Diplomas Count - Issue 34, 2012

Table of Contents for the Digital Edition of Diplomas Count - Issue 34, 2012

Diplomas Count - Issue 34, 2012
Table of Contents
Latinos’ School Success: A Work in Progress
A ‘Demographic Imperative’: Raising Latinos’ Achievement
Mexico
Immigration Law Casts Shadow Over Schooling in Alabama
Puerto Rico
N.J. District Bucks the Trend, Draws Latinos to Preschools
El Salvador
College Remains Elusive Goal For Many Latino Students
Dominican Republic
Special Barriers Can Constrain Latinas’ Educational Progress
Cuba
Miami-Dade Educators’ Advice to Districts: Embrace Diversity
Guatemala
Graduation Rate Keeps Climbing; Strong Gains for Latino Students
Graduation in the United States
As New Federal Rules Kick In On Graduation Rates, States Change Their Calculations
A Focus on Latinos
Graduation Policies For the Class of 2012
Sources and Notes
Diplomas Count - Issue 34, 2012 - Diplomas Count - Issue 34, 2012
Diplomas Count - Issue 34, 2012 - Cover2
Diplomas Count - Issue 34, 2012 - Table of Contents
Diplomas Count - Issue 34, 2012 - Latinos’ School Success: A Work in Progress
Diplomas Count - Issue 34, 2012 - 3
Diplomas Count - Issue 34, 2012 - A ‘Demographic Imperative’: Raising Latinos’ Achievement
Diplomas Count - Issue 34, 2012 - Mexico
Diplomas Count - Issue 34, 2012 - 6
Diplomas Count - Issue 34, 2012 - 7
Diplomas Count - Issue 34, 2012 - Immigration Law Casts Shadow Over Schooling in Alabama
Diplomas Count - Issue 34, 2012 - 9
Diplomas Count - Issue 34, 2012 - Puerto Rico
Diplomas Count - Issue 34, 2012 - 11
Diplomas Count - Issue 34, 2012 - N.J. District Bucks the Trend, Draws Latinos to Preschools
Diplomas Count - Issue 34, 2012 - El Salvador
Diplomas Count - Issue 34, 2012 - 14
Diplomas Count - Issue 34, 2012 - 15
Diplomas Count - Issue 34, 2012 - College Remains Elusive Goal For Many Latino Students
Diplomas Count - Issue 34, 2012 - 17
Diplomas Count - Issue 34, 2012 - 18
Diplomas Count - Issue 34, 2012 - Dominican Republic
Diplomas Count - Issue 34, 2012 - Special Barriers Can Constrain Latinas’ Educational Progress
Diplomas Count - Issue 34, 2012 - Cuba
Diplomas Count - Issue 34, 2012 - Miami-Dade Educators’ Advice to Districts: Embrace Diversity
Diplomas Count - Issue 34, 2012 - 23
Diplomas Count - Issue 34, 2012 - Guatemala
Diplomas Count - Issue 34, 2012 - Graduation Rate Keeps Climbing; Strong Gains for Latino Students
Diplomas Count - Issue 34, 2012 - Graduation in the United States
Diplomas Count - Issue 34, 2012 - As New Federal Rules Kick In On Graduation Rates, States Change Their Calculations
Diplomas Count - Issue 34, 2012 - A Focus on Latinos
Diplomas Count - Issue 34, 2012 - 29
Diplomas Count - Issue 34, 2012 - Graduation Policies For the Class of 2012
Diplomas Count - Issue 34, 2012 - 31
Diplomas Count - Issue 34, 2012 - Sources and Notes
Diplomas Count - Issue 34, 2012 - Cover3
Diplomas Count - Issue 34, 2012 - Cover4
http://ew.edweek.org/nxtbooks/epe/tc_06092016
http://ew.edweek.org/nxtbooks/epe/ew_06082016
http://ew.edweek.org/nxtbooks/epe/ew_06012016
http://ew.edweek.org/nxtbooks/epe/dc_06022016
http://ew.edweek.org/nxtbooks/epe/ew_05182016
http://ew.edweek.org/nxtbooks/epe/ew_05112016
http://ew.edweek.org/nxtbooks/epe/ew_sr_05112016
http://ew.edweek.org/nxtbooks/epe/ew_04272016
http://ew.edweek.org/nxtbooks/epe/ew_04202016
http://ew.edweek.org/nxtbooks/epe/ew_04132016
http://ew.edweek.org/nxtbooks/epe/ew_03302016
http://ew.edweek.org/nxtbooks/epe/ew_sr_03302016
http://ew.edweek.org/nxtbooks/epe/ew_03232016
http://ew.edweek.org/nxtbooks/epe/ew_03162016
http://ew.edweek.org/nxtbooks/epe/ew_03092016
http://ew.edweek.org/nxtbooks/epe/ew_02242016
http://ew.edweek.org/nxtbooks/epe/ew_sr_02242016
http://ew.edweek.org/nxtbooks/epe/ew_02172016
http://ew.edweek.org/nxtbooks/epe/ew_02102016
http://ew.edweek.org/nxtbooks/epe/ew_01272016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01202016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01132016
http://ew.edweek.org/nxtbooks/epe/ew_01132016
http://ew.edweek.org/nxtbooks/epe/qc_01072016
http://ew.edweek.org/nxtbooks/epe/ew_01062016
http://ew.edweek.org/nxtbooks/epe/ew_12092015
http://ew.edweek.org/nxtbooks/epe/ew_12022015
http://ew.edweek.org/nxtbooks/epe/ew_sr_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11042015
http://ew.edweek.org/nxtbooks/epe/ew_10282015
http://ew.edweek.org/nxtbooks/epe/ew_10212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_10212015
http://ew.edweek.org/nxtbooks/epe/ew_10142015
http://ew.edweek.org/nxtbooks/epe/ew_10072015
http://ew.edweek.org/nxtbooks/epe/ew_09302015
http://ew.edweek.org/nxtbooks/epe/ew_sr_09302015
http://ew.edweek.org/nxtbooks/epe/ew_09232015
http://ew.edweek.org/nxtbooks/epe/ew_09162015
http://ew.edweek.org/nxtbooks/epe/ew_09092015
http://ew.edweek.org/nxtbooks/epe/ew_08262015
http://ew.edweek.org/nxtbooks/epe/ew_08192015
http://ew.edweek.org/nxtbooks/epe/ew_08052015
http://ew.edweek.org/nxtbooks/epe/ew_07082015
http://ew.edweek.org/nxtbooks/epe/ew_06102015
http://ew.edweek.org/nxtbooks/epe/tc_06112015
http://ew.edweek.org/nxtbooks/epe/dc_06042015
http://ew.edweek.org/nxtbooks/epe/ew_06032015
http://ew.edweek.org/nxtbooks/epe/ew_05202015
http://ew.edweek.org/nxtbooks/epe/ew_sr_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05062015
http://ew.edweek.org/nxtbooks/epe/ew_04222015
http://ew.edweek.org/nxtbooks/epe/ew_sr_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04012015
http://ew.edweek.org/nxtbooks/epe/ew_03252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03042015
http://ew.edweek.org/nxtbooks/epe/ew_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02042015
http://ew.edweek.org/nxtbooks/epe/ew_01282015
http://ew.edweek.org/nxtbooks/epe/ew_01212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_01212015
http://ew.edweek.org/nxtbooks/epe/ew_01142015
http://ew.edweek.org/nxtbooks/epe/qc_01082015
http://ew.edweek.org/nxtbooks/epe/ew_01072015
http://ew.edweek.org/nxtbooks/epe/ew_12102014
http://ew.edweek.org/nxtbooks/epe/ew_12032014
http://ew.edweek.org/nxtbooks/epe/ew_11122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_11122014
http://ew.edweek.org/nxtbooks/epe/ew_11052014
http://ew.edweek.org/nxtbooks/epe/ew_10292014
http://ew.edweek.org/nxtbooks/epe/ew_10222014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10222014
http://ew.edweek.org/nxtbooks/epe/ew_10152014
http://ew.edweek.org/nxtbooks/epe/ew_10082014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10012014
http://ew.edweek.org/nxtbooks/epe/ew_10012014
http://ew.edweek.org/nxtbooks/epe/ew_09242014
http://ew.edweek.org/nxtbooks/epe/ew_09172014
http://ew.edweek.org/nxtbooks/epe/ew_09102014
http://ew.edweek.org/nxtbooks/epe/ew_08272014
http://ew.edweek.org/nxtbooks/epe/ew_08202014
http://ew.edweek.org/nxtbooks/epe/ew_sr_08202014
http://ew.edweek.org/nxtbooks/epe/ew_08062014
http://ew.edweek.org/nxtbooks/epe/ew_07092014
http://ew.edweek.org/nxtbooks/epe/ew_06112014_v2
http://ew.edweek.org/nxtbooks/epe/ew_06112014
http://ew.edweek.org/nxtbooks/epe/dc_06052014
http://ew.edweek.org/nxtbooks/epe/ew_06042014
http://ew.edweek.org/nxtbooks/epe/ew_05212014
http://ew.edweek.org/nxtbooks/epe/ew_05142014
http://ew.edweek.org/nxtbooks/epe/ew_05072014
http://ew.edweek.org/nxtbooks/epe/ew_sr_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04162014
http://ew.edweek.org/nxtbooks/epe/ew_04022014
http://ew.edweek.org/nxtbooks/epe/ew_03262014
http://ew.edweek.org/nxtbooks/epe/tc_20140313
http://ew.edweek.org/nxtbooks/epe/ew_03122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_03052014
http://ew.edweek.org/nxtbooks/epe/ew_03052014
http://ew.edweek.org/nxtbooks/epe/ew_02262014
http://ew.edweek.org/nxtbooks/epe/ew_sr_02192014
http://ew.edweek.org/nxtbooks/epe/ew_02192014
http://ew.edweek.org/nxtbooks/epe/ew_01292014_v2
http://ew.edweek.org/nxtbooks/epe/ew_02052014
http://ew.edweek.org/nxtbooks/epe/ew_01292014
http://ew.edweek.org/nxtbooks/epe/ew_01222014
http://ew.edweek.org/nxtbooks/epe/ew_01152014
http://ew.edweek.org/nxtbooks/epe/qc_01092014
http://ew.edweek.org/nxtbooks/epe/ew_01082014
http://ew.edweek.org/nxtbooks/epe/ew_12112013
http://ew.edweek.org/nxtbooks/epe/ew_12042013
http://ew.edweek.org/nxtbooks/epe/ew_11132013
http://ew.edweek.org/nxtbooks/epe/ew_11062013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10232013
http://ew.edweek.org/nxtbooks/epe/ew_10162013
http://ew.edweek.org/nxtbooks/epe/ew_10092013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10022013
http://ew.edweek.org/nxtbooks/epe/ew_10022013
http://ew.edweek.org/nxtbooks/epe/ew_09252013
http://ew.edweek.org/nxtbooks/epe/ew_09182013
http://ew.edweek.org/nxtbooks/epe/ew_09112013
http://ew.edweek.org/nxtbooks/epe/ew_08282013
http://ew.edweek.org/nxtbooks/epe/ew_sr_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08072013
http://ew.edweek.org/nxtbooks/epe/ew_07102013
http://ew.edweek.org/nxtbooks/epe/ew_06122013
http://ew.edweek.org/nxtbooks/epe/dc_06062013
http://ew.edweek.org/nxtbooks/epe/ew_06052013
http://ew.edweek.org/nxtbooks/epe/ew_sr_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05152013
http://ew.edweek.org/nxtbooks/epe/ew_05082013
http://ew.edweek.org/nxtbooks/epe/ew_sr_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04172013
http://ew.edweek.org/nxtbooks/epe/ew_04032013
http://ew.edweek.org/nxtbooks/epe/ew_03272013
http://ew.edweek.org/nxtbooks/epe/ew_03132013
http://ew.edweek.org/nxtbooks/epe/tc_20130314
http://ew.edweek.org/nxtbooks/epe/ew_03062013
http://ew.edweek.org/nxtbooks/epe/ew_02272013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02202013
http://ew.edweek.org/nxtbooks/epe/ew_02202013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02062013
http://ew.edweek.org/nxtbooks/epe/ew_02062013
http://ew.edweek.org/nxtbooks/epe/ew_01302013
http://ew.edweek.org/nxtbooks/epe/ew_01232013
http://ew.edweek.org/nxtbooks/epe/ew_01162013
http://ew.edweek.org/nxtbooks/epe/qc_01102013
http://ew.edweek.org/nxtbooks/epe/ew_01092013
http://ew.edweek.org/nxtbooks/epe/ew_12122012
http://ew.edweek.org/nxtbooks/epe/ew_12052012
http://ew.edweek.org/nxtbooks/epe/ew_sr_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11072012
http://ew.edweek.org/nxtbooks/epe/ew_10312012
http://ew.edweek.org/nxtbooks/epe/ew_sr_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com