05/05/2014 top 100 colleges for hispanics

MAY 05, 2014 www.HispanicOu tlook.com VOLUME 24 NUMBER 15

Opportunities for Low-Income Students What Happened to Immigration Reform

0 5 / 0 5 / 2 0 1 4 H I S P A N I C O U T L O O K 3

Thelate, irreverent Texas journalist, Molly Ivins, aflaming liberal hero, delighted in calling formerPresident George W. Bush, a shrub, and she did-nt think much of his father either.

She died shortly before Jeb Bush, the youngest son, waselected governor of Florida in 2008, so she never got thechance to tee off at him although she might have had a prob-lem in skewing his political philosophy and record.

Whatever the biases against the Bush political family andthe disparagement of their father and son presidencies, partic-ularly the sons, there may be a third Bush on the path to theOval Office and this one is no shrub.

I could say the Republicans desperatelyneed to find a suitable candidate to take on thelikes of Hillary Clinton, a cant-miss presiden-tial nominee for the Democrats, but despera-tion is not what would make Jeb Bush the bestGOP to take on Hillary.

Surveying all the potential Republican aspi-rants at this juncture, its not too early to startprocessing the name of Jeb Bush, realistically,the GOPs best overall candidate and someonewho gives balance to a party teetering nowa-days with various ideologues.

Its hard to find serious blemishes in JebBushs political trajectory. There are no traces ofpolitical malfeasance or party perfidy and, allthings considered, he did have a commendablerecord during his two terms as Floridas governor.

Hes articulate, politically well balanced andmost of all, tries to publically portray that hedrather go to Disney World than Washington. Inother words, no thanks, but initially thatsalways part of the script.

Most prospective candidates for the nationshighest office express reluctance or disinterestat the start, not wanting to show their ambitionstoo openly or too early and lose some of theirluster when the political knives come out.

Jeb Bush is as good, or better than his kin atfiguring out the calculus of state and nationalpolitics even though he has never played in thebig arena.

At this stage many of the GOPs powerbrokers have notbothered to make a draft Jeb part of the conversation orpublically assessed Bushs potential.

For now they conveniently take him at his word thats hes notinterested but also know that a politicians mind can becomemalleable under the right circumstances at the proper time.

The Republicans biggest challenge is finding someone witha credible chance against Hillary and the likes and one that ispalatable to game changers like the Latino constituency whichis becoming more and more the kingmaker than a swing vote.

The Clintons have been very good at working up Latinoallegiances when initially, they hardly had any credibility withthis minority group and scant knowledge or involvement untilthey reached Washington.

The Latino vote clobbered the Republican candidate in the2012 election with almost two-thirds voting for Obama albeitthe Latino vote was less than 10 percent, not exactly a swingvote or game-changer.

What gives the Latino vote its potency in a national electionis that their strength is situated in key states like California,Texas, Florida and Illinois where the Latino support is vital.

Jeb was born in Texas and moved to Floridawhere he is part of the Cuban crowd. Duringhis governorship, he reached out to other con-stituencies, particularly the Jewish community,which should serve him well on the nationalstage.

Theres a lot of Latino in Jeb. Besides hislaudable political record, Jeb can serve upsome solid ethnic involvement. At 17, hewent to Mexico to teach English as part of astudent exchange program and speaksSpanish fluently.

He married a Mexicanhis kids lookMexican, honestlyand their granddaddyonce lovingly referred to as my little brownones.

First-term Florida Sen. Marco Rubio, aCuban whom Jeb yielded to in the senatorialrace, and is the darling of the ultra-conserva-tive Tea Party, also thinks hes presidentialstock but that appraisal is in the minority.

So does another Cuban newcomer, consid-ered by some to the right of the Neanderthalman, first-term Texas Sen. Ted Cruz, mimick-ing Obamas ascendency of if him, why notme?

Cruz, to some, is a political genius andstatesman and thats how he sees himself, too.

Both matched up against a Jeb Bush as theGOP standard-bearer, and as the Latinos can-didate, are no contest. Jebs the one.

Jeb Bush Is Not a Shrub

KALEIDOSCOPE

LATINO

KALEIDOSCOPE

LATINO

Carlos D. Conde, award-winning journalist and com-mentator, former Washington and foreign news correspon-dent, was an aide in the Nixon White House and worked onthe political campaigns of George Bush Sr. To reply to thiscolumn, contact [email protected].

LATINO KALEIDOSCOPE by Carlos D. Conde

4 H I S P A N I C O U T L O O K 0 5 / 0 5 / 2 0 1 4

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MAGAZINE

CONTENTS

MAY 05, 2014

TOP 100 Colleges for HispanicsA Recovering Economy Slows Increases inTuition by Mary Ann Cooper

9

Colleges Offer Lessons in Improving SuccessRates for Low-Income Students by Marilyn Gilroy

College Opportunity for Low-IncomeStudents Becomes Priority by Michelle Adam

Positive News on Hispanic High SchoolGraduation and College Enrollment Rates by Angela Provitera McGlynn

Whats Happened to ComprehensiveImmigration Reform? by Peggy Sands Orchowski

Study Finds College Brochures DistortDiversity by Frank DiMaria

You can download the HO app

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Colleges for Hispanics

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DEPARTMENTS

Executive Editor Marilyn GilroyManaging Editor Suzanne Lpez-IsaNews & Special Project Editor Mary Ann CooperAdministrative Assistant & SubscriptionCoordinator Barbara Churchill

Washington DC Bureau Chief Peggy Sands Orchowski

Contributing Editors Carlos D. Conde, Michelle Adam

Contributing Writers Gustavo A. Mellander

Art & Production Director Avedis Derbalian

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Article ContributorsFrank DiMaria,

Jesica Siham Fernndez , Angela Provitera McGlynn,

Miquela Rivera

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Editorial PolicyThe Hispanic Outlook in Higher Education Magazine is a national

magazine. Dedicated to exploring issues related to Hispanics in highereducation, The Hispanic Outlook in Higher Education Magazine is

published for the members of the higher education community. Editorialdecisions are based on the editors judgment of the quality of the

writing, the timeliness of the article, and the potential interest to thereaders of The Hispanic Outlook Magazine. From time to time, TheHispanic Outlook in Higher Education Magazine will publish articlesdealing with controversial issues. The views expressed herein are thoseof the authors and/or those interviewed and might not reflect the offi-cial policy of the magazine. The Hispanic Outlook in Higher EducationMagazine neither agrees nor disagrees with those ideas expressed, andno endorsement of those views should be inferred unless specificallyidentified as officially endorsed by The Hispanic Outlook in Higher

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The Hispanic Outlook in HigherEducation and Hispanic Outlook are registered trademarks.


Jeb Bush Is Not a Shrub

Latino Kaleidoscope by Carlos D. Conde

Book Review by Mary Ann CooperOur Hispanic Roots: What History Failed to Tell Us

3

7

Priming the Pump... by Miquela RiveraThe Power of the Plan

Back Cover

Uncensored by Peggy Sands Orchowski 23

Scholars Corner by Jesica Siham Fernndez 22

Interesting Reads 7


hanges are coming big changes. Thats the prevailing message coming out of higher educationas we present our annual Top 100 issue celebrating the colleges and universities that have enrolled and bestowed degreesupon the most Hispanics. In the next years the lists we feature might look very different than they do now. Thats because ofa major change announced earlier this year by the College Board to overhaul the SAT test. The redesigned exam will, amongother things, no longer have vocabulary students might not have heard before and are likely not to hear again. The essayportion of the writing section will no longer be required and there will be no penalty for wrong answers. How this will affectfuture Top 100 lists in closing the ethnic and gender gap in enrollment and degrees granted is anyones guess, but the CollegeBoards decision is aimed to directly confront one of the greatest inequities linked to college entrance exams, namely theculture and practice of high-priced test preparation. Khan Academy, a company whose name will soon be well-known toprospective college students and their parents, is partnering with the College Board to provide the world with free testpreparation materials for the redesigned SAT for launch in spring 2015. This means for the first time ever, all students whowant to take the SAT will be able to prepare for the exam with sophisticated, interactive software that gives students deeppractice and helps them diagnose their gaps at absolutely no cost. Will this be the game-changer that enhances the chancesof Hispanics and minorities to find a level playing field in higher education? Only time will tell.

Esquina Editorial

Adelante!Suzanne Lpez-IsaManaging Editor

C

you can follow us onwww.HispanicOutlook.com

Visit us online or download our free app for youriPad, iPhone or Android devices.

The Hispanic Outlook, with an elite targeted audience of academics on college campuses across America,has been serving the higher education community for 24 years. Focusing like a laser beam on Hispanics inhigher ed online and digitally, our exposure is now global.

FIND THEIR NEXT JOB AD-HALF PAGE


Part of the reason there is suchpushback to immigration reformis because there is a segment ofthe population especially in areaswhere there is a growing Hispanic pop-ulation that have long held onto thebelief that Hispanics are intruders,interlopers who have suddenly comeout of nowhere to storm the borderand take away American jobs. There islittle to no understanding among manyof the non-Hispanic population thatHispanics have made a major contribution to the formationand development of United States. Their accomplishmentshave been largely ignored by mostly non-Hispanic historians.Our Hispanic Roots: What History Failed to Tell Us by CarlosB. Vega seeks to correct the record. The author prepared thisbook by combing through historical documents and informa-tion that has been in plain view, but overlooked or disregard-ed for many years, that paints a picture of how Hispanics haveaffected the national narrative and society in which we live.

To complete the historical record, Vega insists that readersgo back to the real origin of America. The beginning, heinsists, is not 1607, and not when America was confined to 13colonies hugging the East Coast. Instead, he sends the readerback to 1513 when the Spaniard Jun Ponce de Len landedin Florida, and tracks the early Hispanic impact in Americawell past 1776, the year of the Declaration of Independence.Vega thinks it is essential for us as a society to know the wholestory about who we are as a people by examining the sum ofour parts. The book makes it clear that the Hispanic culturehas contributed mightily to the creation, formation, and devel-opment of the United States and continues to do so.

In writing the book, Vega did extensive research for overfive years and relied on the scholarly work of well-respectedhistorians, many but not all of whom are Americans. Eachof the facts is well-documented and accepted among thesehistorians. The result of this extensive research is an engross-ing, compelling and riveting read filled with hundreds ofnever-before disclosed and published facts. The author haswritten Our Hispanic Roots: What History Failed to Tell Usin a straightforward, easy to understand narrative that couldbe used by history teachers and students to further the dia-logue about true nature of society and importance ofimmigration reform. Most importantly, it is aninformative book for all, including the U.S.Hispanic community.

Reviewed by Mary Ann Cooper

Our Hispanic Roots: WhatHistory Failed to Tell Usby Carlos B. Vega2013. 454 pp. ISBN: 978-1596412842. $34.95 paper. JanawayPublishing, Inc. Santa Maria, Calif., 93454. (805) 925-1038.www.janawaygenealogy.com/

Interesting Reads

Our America: A Hispanic History of the United Statesby Felipe Fernndez-Armesto.

The United States is still typically conceived ofas an offshoot of England, with our historyunfolding east to west beginning with the firstEnglish settlers in Jamestown. This view overlooksthe significance of Americas Hispanic past. Withthe profile of the United States increasingly

Hispanic, the importance of how Hispanics added to ournational story has never been greater. This book fills in thatpart of the American story.

2014. 416 pp. ISBN: 978-0393349825. $16.95 paper. W.W. Norton & Company; New York, N.Y., (212) 354-5500.www.wwnorton.com.

Hunting Season: Immigration and Murder in an All-American Town

by Mirta Ojito

This is the true story of an immigrant's murderthat turned a quaint village on the Long Island shoreinto ground zero in the war on immigration. InNovember 2008, Marcelo Lucero, a 37-year-oldundocumented Ecuadorean immigrant, was attackedand murdered by a group of teenagers as he walked

the streets of the Long Island village of Patchogue accompaniedby a childhood friend. Lucero, an unassuming worker at a drycleaners, became yet another victim of anti-immigration fever.

2013. 264 pp. ISBN: 978-0807001813. $24.95 cloth. BeaconPress, Boston, Mass., (617) 742-2110. www.beacon.org.

Debating American Identity: Southwestern Statehoodand Mexican Immigration

by Linda C. Noel

In Debating American Identity, Linda C. Noelexamines several nation-defining events theproposed statehood of Arizona and New Mexico,the creation of a temporary worker program dur-ing the First World War, immigration restrictionin the 1920s, and the repatriation of immigrants

in the early 1930s. Debating American Identity resonateswith current discussions, resulting in a well-timed look at20th century citizenship.

2014. 264 pp. ISBN: 978-0816530458. $55.00 Cloth.University of Arizona Press. Tucson, Ariz., (800) 621-2736.www.uapress.arizona.edu.

Hispanic OutlookCongratulates

all the institutionsthat made the Top 100

lists and their efforts to improve diversity by enrolling & graduating

Hispanics.


Colleges for HispanicsA Recovering Economy SlowsIncreases in Tuition by Mary Ann Cooper

Thisis the time of year HO takes a step back and offersa snapshot of the state of higher education inAmerica as it applies to Hispanic students andtheir families. Each year brings a different set of variables that canaffect the placement on any school on any of the Top 100 lists wepublish each year. Fluctuations in tuition, the job market or feder-al legislation to change access to financial aid can suppress orelevate enrollment or degree attainment from year to year.

One of the best predictors of trends in higher educationcomes from the College Board (CB) which conducts extensivesurveys predictive of tuition, enrollment and completion ofdegrees in colleges and universities. In the past few years theimpact of a sluggish economy has pushed up tuition tounprecedented levels, and suppressed enrollment and degreecompletion by Hispanics and other minorities. Has an uptickin the economy made any impact on the cost of higher educa-tion? The CB concludes that it has at least on the rate oftuition hikes this past year. An improving economy has finallybegun to bend the curve of tuition increases. But its a morecomplicated picture than just slowing the increase of tuition.

According to the CBs Trends in College Pricing, The2013-14 increase in published tuition and fees at public four-year colleges and universities is the smallest we have seen inmany years. This does not mean college is suddenly moreaffordable, but it does mean the rapid growth of recent yearsdid not represent a new normal for annual price increases.That said, after large increases in grant aid in 2009-10 and2010-11, especially from the federal government, growth inthis student assistance has not continued. As a result, many stu-dents are facing larger increases in the prices they pay, even inthe face of smaller increases in published prices.

Drilling down on the numbers, the CBs Trends report showsthat a 2.9 percent increase in in-state tuition and fees at publicfour-year institutions in 2013-14 followed increases of 4.5 per-cent in 2012-13 and 8.5 percent in 2011-12 and was the small-est percentage increase in over 30 years. The average publishedtuition and fees for in-state students at public four-year institu-tions increased from $8,646 in 2012-13 to $8,893 in 2013-14.At $9,498, room and board charges account for more than halfof the total charges for these students. The average publishedout-of-state tuition and fees at public four- year institutions roseby $670 (3.1 percent), from $21,533 in 2012-13 to $22,203 in2013-14. Average total charges are $31,701, and average pub-lished tuition and fees at private nonprofit four- year institutionsrose by $1,105 (3.8 percent), from $28,989 to $30,094 in2013-14, making the average total charges to students $40,917.

The picture for two-year colleges is similar. The average pub-lished tuition and fees at public two-year colleges increased by$110 (3.5 percent), from $3,154 in 2012-13 to $3,264 in2013-14. The estimated average tuition and fees for full-timestudents in the for-profit sector increased by about $70 (0.5percent), from $15,060 in 2012-13 to $15,130 in 2013-14.

The CB report puts the tuition increases in historical per-spective. After a 9.5 percent real increase in 2009-10, thegrowth rate in public four-year college tuition has declined ineach successive year. Similarly, large increases from 2002-03through 2004-05 were followed by more moderate growth inprices. The same pattern occurred in 1990-91 through 1993-94 and before that, in 1982-83 and 1983-84.

Has the rise of tuition impacted college enrollment since theGreat Recession? According to the CB Trends report enroll-ment has grown rapidly in recent years. This is in part due tothe industry and governments efforts to mitigate tuitionincreases with creative financial packages and increasinggrants and loans. So although enrollment slightly declinedbetween fall 2011 and fall 2012, the rest of the decade from2002-03 to 2012-13 showed an increase in the number of full-time undergraduate students by 28 percent, from 9.1 million to11.6 million. The number of part-time undergraduate studentsincreased by 19 percent, from 5.6 million to 6.7 million.

Another reason for the an enrollment increase disproportion-ate to the rate of tuition increases is due in part to the weak labormarket that has made school a more appealing alternative andpartly due to a recognition of the growing gap between the earn-ings of workers who have college degrees and those who do not.

The CB report urges caution, however, to states as they deter-mine how much they can fund higher education in their bud-gets. A weak labor market and federal loan programs are notenough to sustain continued growth in enrollment and degreesconferred. The rapid enrollment growth in recent years wasmet by a significant decline in per student state funding. If weare to meet the needs of our citizens and our economy forincreased postsecondary attainment, state budgets will have togive a higher priority to education in the coming years.

The report concludes with the recognition of a challenge toponder as we spotlight the lists of this years Top 100 schoolsenrolling and awarding degrees to Hispanic students. Effortsare well under way to develop lower-cost methods of deliveringcollege courses. It is too early to say whether or not theseefforts will revolutionize higher education, or which segmentsof our diverse and multipurpose postsecondary education sys-tem will be the most affected.

RANKINGS




1. Miami Dade College, FL 12,626 8,357 3,258 5,099 66%2. Florida International University, FL 10,646 6,048 2,426 3,622 57%3. El Paso Community College, TX 3,790 3,244 1,167 2,077 86%4. The University of Texas at El Paso, TX 4,254 3,137 1,204 1,933 74%5. The University of Texas-Pan American, TX 3,252 2,821 1,044 1,777 87%6. Arizona State University, AZ 18,045 2,551 1,049 1,502 14%7. The University of Texas at San Antonio, TX 5,406 2,330 990 1,340 43%8. South Texas College, TX 2,401 2,242 827 1,415 93%9. The University of Texas at Brownsville, TX 2,510 2,187 724 1,463 87%10. California State University-Fullerton, CA 8,308 2,179 777 1,402 26%11. University of Central Florida, FL 14,488 2,142 847 1,295 15%12. Valencia College, FL 7,974 2,129 879 1,250 27%13. The University of Texas at Austin, TX 13,297 2,029 910 1,119 15%14. California State University-Northridge, CA 8,429 2,006 693 1,313 24%15. California State University-Long Beach, CA 7,931 1,978 619 1,359 25%16. Broward College, FL 6,499 1,973 787 1,186 30%17. University of Florida, FL 14,689 1,947 807 1,140 13%18. Nova Southeastern University, FL 7,551 1,826 504 1,322 24%19. University of New Mexico-Main Campus, NM 5,143 1,737 666 1,071 34%20. San Diego State University, CA 7,670 1,615 635 980 21%21. University of Houston, TX 8,203 1,614 674 940 20%22. University of South Florida-Main Campus, FL 10,689 1,588 607 981 15%23. Texas State University-San Marcos, TX 6,791 1,548 618 930 23%24. Texas A&M University-College Station, TX 11,989 1,500 711 789 13%25. University of California-Los Angeles, CA 11,638 1,435 559 876 12%

Ashford University, IA 17,018 1,435 477 958 8%26. California State University-San Bernardino, CA 3,646 1,399 472 927 38%27. California State University-Fresno, CA 4,431 1,395 498 897 31%28. California State University-Los Angeles, CA 3,988 1,374 472 902 34%29. New Mexico State University-Main Campus, NM 3,430 1,372 508 864 40%30. University of Southern California, CA 12,193 1,366 537 829 11%31. The University of Texas at Arlington, TX 9,068 1,332 448 884 15%32. Florida Atlantic University, FL 6,519 1,318 484 834 20%33. University of Arizona, AZ 8,769 1,292 526 766 15%34. San Jose State University, CA 7,616 1,286 473 813 17%35. Florida State University, FL 11,015 1,285 583 702 12%36. Texas A&M University-Kingsville, TX 2,156 1,267 467 800 59%37. University of California-Santa Barbara, CA 6,328 1,256 521 735 20%38. Keiser University-Ft Lauderdale, FL 4,886 1,239 375 864 25%39. Central New Mexico Community College, NM 2,750 1,199 419 780 44%40. University of California-Riverside, CA 4,770 1,193 479 714 25%41. California State Polytechnic University-Pomona, CA 4,445 1,187 579 608 27%42. University of North Texas, TX 8,699 1,168 445 723 13%43. Lone Star College System, TX 4,208 1,135 370 765 27%44. San Francisco State University, CA 7,010 1,110 418 692 16%45. East Los Angeles College, CA 1,569 1,090 344 746 69%46. California State University-Dominguez Hills, CA 3,122 1,081 367 714 35%47. CUNY Lehman College, NY 2,331 1,078 273 805 46%48. University of California-Berkeley, CA 10,954 1,075 475 600 10%49. Monroe College-Main Campus, NY 2,527 1,036 299 737 41%50. University of California-Irvine, CA 8,055 1,035 441 594 13%51. CUNY LaGuardia Community College, NY 2,982 1,023 379 644 34%52. San Jacinto Community College, TX 2,840 1,014 374 640 36%53. University of Miami, FL 4,319 999 407 592 23%

RANK INSTITUTION NAME All Degrees Total Males Females % H I S P A N I C

RANKINGS

Colleges & Universities Granting Undergraduate & Graduate Degrees


54. Houston Community College, TX 3,860 975 311 664 25%55. California State University-Sacramento, CA 5,906 962 360 602 16%56. CUNY John Jay College of Criminal Justice, NY 2,993 960 350 610 32%57. University of California-Davis, CA 8,729 957 370 587 11%58. CUNY Borough of Manhattan Community College, NY 3,017 955 342 613 32%59. San Antonio College, TX 1,879 916 286 630 49%60. Palm Beach State College, FL 4,178 908 317 591 22%

Texas Tech University, TX 6,897 908 467 441 13%61. University of Illinois at Chicago, IL 6,813 904 373 531 13%62. San Joaquin Delta College, CA 2,882 903 283 620 31%63. Texas A&M International University, TX 1,033 902 305 597 87%64. Northern Arizona University, AZ 5,862 895 307 588 15%65. University of California-San Diego, CA 8,349 894 376 518 11%66. Pima Community College, AZ 2,775 875 349 526 32%67. New York University, NY 13,679 865 297 568 6%68. Santa Ana College, CA 1,526 852 327 525 56%69. Rutgers University-New Brunswick, NJ 9,434 836 333 503 9%

University of the Incarnate Word, TX 1,615 836 259 577 52%70. Hillsborough Community College, FL 3,843 833 328 505 22%71. Mt. San Antonio College, CA 1,769 829 333 496 47%72. University of La Verne, CA 2,315 804 266 538 35%73. University of Houston-Downtown, TX 2,362 796 230 566 34%74. Texas A&M University-Corpus Christi, TX 2,033 774 251 523 38%75. University of California-Santa Cruz, CA 4,763 761 308 453 16%76. Montclair State University, NJ 4,177 760 226 534 18%77. Northern Virginia Community College, VA 5,452 749 288 461 14%78. CUNY City College, NY 2,886 739 261 478 26%79. CUNY Bronx Community College, NY 1,256 729 246 483 58%

Laredo Community College, TX 749 729 266 463 97%80. CUNY Hunter College, NY 4,798 713 158 555 15%81. Tarrant County College District, TX 3,365 704 237 467 21%82. Chaffey College, CA 1,498 688 274 414 46%

Rio Hondo College, CA 960 688 264 424 72%83. ASA College, NY 1,761 676 161 515 38%84. National University, CA 4,680 674 210 464 14%85. University of Nevada-Las Vegas, NV 5,284 670 259 411 13%86. Riverside City College, CA 1,675 662 229 433 40%87. California State University-Bakersfield, CA 1,852 661 194 467 36%88. DePaul University, IL 6,730 656 276 380 10%89. University of Illinois at Urbana-Champaign, IL 12,155 654 312 342 5%90. New Mexico State University-Dona Ana, NM 973 646 230 416 66%91. University of Washington-Seattle Campus, WA 12,292 634 263 371 5%92. Del Mar College, TX 1,066 616 215 401 58%93. Kean University, NJ 3,297 610 201 409 19%94. Columbia University in the City of New York, NY 10,145 609 266 343 6%95. El Camino Community College District, CA 1,656 608 249 359 37%

American Public University System, WV 6,778 608 426 182 9%96. Fullerton College, CA 1,320 600 236 364 45%97. George Mason University, VA 8,045 598 230 368 7%98. Grand Canyon University, AZ 10,726 590 136 454 6%99. California State University-Stanislaus, CA 1,886 589 213 376 31%100. Texas A&M University-Commerce, TX 2,913 586 313 273 20%

Texas Woman's University, TX 3,726 586 66 520 16%

RANK INSTITUTION NAME All Degrees Total Males Females % H I S P A N I C

Source: This data combines all degrees granted from NCES/IPEDS 2012

Colleges & Universities Granting Undergraduate & Graduate Degrees



1. Miami Dade College, FL 62,050 43,715 18,309 25,406 70%2. Florida International University, FL 36,244 24,105 10,544 13,561 67%3. South Texas College, TX 18,690 17,151 7,075 10,076 92%4. The University of Texas at El Paso, TX 19,078 15,459 6,984 8,475 81%5. The University of Texas-Pan American, TX 16,545 15,099 6,680 8,419 91%6. Broward College, FL 37,622 12,754 5,302 7,452 34%7. The University of Texas at San Antonio, TX 25,345 11,932 6,002 5,930 47%8. Valencia College, FL 35,728 11,859 4,932 6,927 33%9. California State University-Northridge, CA 31,237 11,774 4,822 6,952 38%10. California State University-Fullerton, CA 32,278 11,472 4,555 6,917 36%11. Arizona State University, AZ 59,183 11,465 5,248 6,217 19%12. California State University-Long Beach, CA 30,918 10,836 4,299 6,537 35%13. California State University-Los Angeles, CA 18,055 10,392 3,970 6,422 58%14. University of Central Florida, FL 50,621 10,255 4,567 5,688 20%15. The University of Texas at Brownsville, TX 10,923 9,787 4,095 5,692 90%16. University of New Mexico-Main Campus, NM 21,011 9,025 3,816 5,209 43%17. University of Houston, TX 31,316 9,005 4,391 4,614 29%18. Texas State University-San Marcos, TX 29,458 8,581 3,664 4,917 29%19. California State University-San Bernardino, CA 15,777 8,294 2,944 5,350 53%20. The University of Texas at Austin, TX 39,215 8,226 3,824 4,402 21%21. California State University-Fresno, CA 19,371 7,834 3,126 4,708 40%22. College of Southern Nevada, NV 30,787 7,561 3,353 4,208 25%23. San Diego State University, CA 25,746 7,484 3,136 4,348 29%24. Texas A&M University-College Station, TX 39,950 7,261 3,654 3,607 18%25. California State Polytechnic University-Pomona, CA20,461 7,250 3,816 3,434 35%26. University of Arizona, AZ 31,217 7,187 3,156 4,031 23%27. New Mexico State University-Main Campus, NM 13,399 6,787 2,957 3,830 51%28. Palm Beach State College, FL 26,520 6,604 2,823 3,781 25%29. University of California-Riverside, CA 18,537 6,452 2,618 3,834 35%30. Ashford University, IA 68,874 6,317 1,951 4,366 9%31. The University of Texas at Arlington, TX 25,487 6,109 2,636 3,473 24%32. Texas A&M University-Kingsville, TX 8,903 6,026 2,476 3,550 68%33. Texas A&M International University, TX 6,355 5,999 2,465 3,534 94%34. California State University-Sacramento, CA 25,540 5,996 2,353 3,643 23%35. University of Florida, FL 32,023 5,884 2,556 3,328 18%36. San Francisco State University, CA 25,793 5,872 2,259 3,613 23%37. Florida Atlantic University, FL 24,056 5,775 2,460 3,315 24%38. University of North Texas, TX 30,593 5,766 2,548 3,218 19%39. San Jose State University, CA 25,046 5,741 2,534 3,207 23%40. University of South Florida-Main Campus, FL 30,468 5,656 2,391 3,265 19%41. California State University-Dominguez Hills, CA 10,941 5,647 1,959 3,688 52%42. CUNY John Jay College of Criminal Justice, NY 12,834 5,422 2,201 3,221 42%43. University of Houston-Downtown, TX 13,549 5,155 2,003 3,152 38%44. Texas Tech University, TX 26,276 5,024 2,656 2,368 19%45. Florida State University, FL 31,652 5,010 2,189 2,821 16%46. University of California-Los Angeles, CA 27,941 4,896 1,888 3,008 18%47. University of Nevada-Las Vegas, NV 22,035 4,697 1,973 2,724 21%48. American Public University System, WV 44,133 4,647 3,052 1,595 11%49. CUNY Lehman College, NY 8,853 4,646 1,429 3,217 52%50. University of California-Santa Barbara, CA 18,974 4,600 1,901 2,699 24%

RANK INSTITUTION NAME All Enrollment Total Males Females %

H I S P A N I C

RANKINGS

4-Year Colleges & Universities Enrollment Undergraduate Degrees


51. CUNY New York City College of Technology, NY 15,303 4,427 2,477 1,950 29%52. Metropolitan State University of Denver, CO 22,373 4,410 1,894 2,516 20%53. University of California-Santa Cruz, CA 15,978 4,398 1,750 2,648 28%54. University of California-Irvine, CA 22,210 4,378 1,860 2,518 20%55. University of California-Davis, CA 25,588 4,194 1,676 2,518 16%56. Keiser University-Ft Lauderdale, FL 15,485 4,018 1,338 2,680 26%57. Seminole State College of Florida, FL 17,810 3,946 1,651 2,295 22%58. University of Illinois at Chicago, IL 16,593 3,940 1,734 2,206 24%59. Northern Arizona University, AZ 21,627 3,939 1,498 2,441 18%60. CUNY City College, NY 12,172 3,935 1,631 2,304 32%61. Texas A & M University-Corpus Christi, TX 8,731 3,917 1,476 2,441 45%62. University of the Incarnate Word, TX 6,346 3,775 1,299 2,476 59%63. Rutgers University-New Brunswick, NJ 31,226 3,717 1,771 1,946 12%64. Grand Canyon University, AZ 30,890 3,594 972 2,622 12%65. CUNY Queens College, NY 15,257 3,580 1,442 2,138 23%66. University of California-San Diego, CA 22,650 3,566 1,661 1,905 16%67. CUNY Hunter College, NY 15,789 3,449 1,126 2,323 22%68. California State University-Bakersfield, CA 7,220 3,418 1,240 2,178 47%69. University of California-Berkeley, CA 25,774 3,320 1,384 1,936 13%70. California State University-San Marcos, CA 9,885 3,224 1,071 2,153 33%71. Montclair State University, NJ 14,222 3,212 1,122 2,090 23%72. California State University-Stanislaus, CA 7,619 3,209 1,057 2,152 42%73. Excelsior College, NY 37,707 3,113 1,549 1,564 8%74. Edison State College, FL 13,133 3,112 1,272 1,840 24%75. Northeastern Illinois University, IL 9,031 3,076 1,230 1,846 34%76. California State University-Chico, CA 15,156 3,054 1,308 1,746 20%77. DeVry University-California, CA 9,022 2,863 1,716 1,147 32%78. Kean University, NJ 12,543 2,789 990 1,799 22%79. DePaul University, IL 16,153 2,736 1,145 1,591 17%80. Sam Houston State University, TX 15,611 2,728 1,101 1,627 17%81. California State University-East Bay, CA 11,506 2,679 912 1,767 23%82. DeVry University-Illinois, IL 23,826 2,593 1,391 1,202 11%83. St Petersburg College, FL 27,574 2,568 976 1,592 9%84. Utah Valley University, UT 25,906 2,438 1,249 1,189 9%85. University of Southern California, CA 17,994 2,428 1,193 1,235 13%86. California Poly. State Univ.-San Luis Obispo, CA 17,599 2,415 1,264 1,151 14%87. Monroe College-Main Campus, NY 6,470 2,405 799 1,606 37%88. University of Miami, FL 10,237 2,395 1,082 1,313 23%89. University of La Verne, CA 4,956 2,386 834 1,552 48%90. University of Illinois at Urbana-Champaign, IL 31,260 2,366 1,222 1,144 8%91. Mercy College, NY 6,970 2,357 697 1,660 34%92. Kaplan University-Davenport Campus, IA 37,888 2,319 658 1,661 6%93. National University, CA 9,200 2,318 886 1,432 25%94. University of Maryland-University College, MD 27,462 2,315 1,215 1,100 8%95. CUNY College of Staten Island, NY 12,977 2,303 908 1,395 18%96. New Jersey City University, NJ 6,550 2,294 866 1,428 35%97. Indian River State College, FL 14,338 2,267 898 1,369 16%98. University of Colorado Boulder, CO 25,217 2,257 1,136 1,121 9%99. William Paterson University of New Jersey, NJ 9,973 2,224 952 1,272 22%100. George Mason University, VA 20,067 2,180 927 1,253 11%

RANK INSTITUTION NAME All Enrollment Total Males Females % H I S P A N I C

Source: NCES - IPEDS 2012 (Includes Certificates Seeking Degrees)

4-Year Colleges & Universities Enrollment Undergraduate Degrees



1. Nova Southeastern University, FL 21,069 4,281 1,323 2,958 20%2. Florida International University, FL 8,696 3,612 1,487 2,125 42%3. University of Southern California, CA 21,642 2,358 854 1,504 11%4. The University of Texas-Pan American, TX 2,732 2,120 800 1,320 78%5. The University of Texas at El Paso, TX 3,532 2,083 817 1,266 59%6. Walden University, MN 41,513 2,048 551 1,497 5%7. National University, CA 8,416 1,793 591 1,202 21%8. CUNY Graduate School and University Center, NY 5,565 1,656 640 1,016 30%9. University of New Mexico-Main Campus, NM 6,260 1,608 631 977 26%10. The University of Texas at San Antonio, TX 4,495 1,561 597 964 35%11. University of Florida, FL 17,137 1,483 644 839 9%12. Grand Canyon University, AZ 17,492 1,427 362 1,065 8%13. Arizona State University, AZ 13,996 1,400 564 836 10%14. California State University-Los Angeles, CA 3,644 1,291 405 886 35%15. Texas A&M University-Kingsville, TX 2,401 1,270 409 861 53%16. California State University-Long Beach, CA 5,226 1,261 413 848 24%17. The University of Texas at Austin, TX 12,231 1,250 556 694 10%18. University of Miami, FL 5,582 1,143 508 635 20%19. University of California-Los Angeles, CA 12,004 1,128 480 648 9%20. Texas A&M University-Commerce, TX 5,003 1,115 548 567 22%21. California State University-Fullerton, CA 5,298 1,114 361 753 21%22. New York University, NY 22,018 1,094 397 697 5%23. New Mexico State University-Main Campus, NM 3,375 1,089 352 737 32%24. University of South Florida-Main Campus, FL 9,991 1,081 392 689 11%25. Columbia University in the City of New York, NY 18,657 1,036 438 598 6%26. University of La Verne, CA 3,584 987 325 662 28%27. California State University-Northridge, CA 4,722 980 287 693 21%28. Texas State University-San Marcos, TX 4,767 977 371 606 20%29. University of Central Florida, FL 8,591 964 395 569 11%30. Webster University, MO 14,954 953 411 542 6%31. University of Illinois at Chicago, IL 11,197 951 350 601 8%32. Harvard University, MA 17,583 947 479 468 5%33. CUNY Hunter College, NY 6,297 931 188 743 15%34. American Public University System, WV 12,343 915 569 346 7%35. San Diego State University, CA 4,853 904 313 591 19%36. California State University-Fresno, CA 2,846 897 283 614 32%37. Texas A&M University-College Station, TX 10,524 875 455 420 8%38. University of Arizona, AZ 8,658 863 353 510 10%39. University of Houston, TX 7,987 844 365 479 11%40. The University of Texas at Brownsville, TX 1,089 838 272 566 77%41. The University of Texas at Arlington, TX 7,478 814 297 517 11%42. Azusa Pacific University, CA 3,960 802 244 558 20%43. University of California-Berkeley, CA 10,119 794 384 410 8%

University of Maryland-University College, MD 13,995 794 394 400 6%44. CUNY Lehman College, NY 2,285 785 176 609 34%45. CUNY Queens College, NY 3,913 781 188 593 20%46. Texas Woman's University, TX 6,392 779 107 672 12%47. Barry University, FL 4,451 778 207 571 17%48. George Washington University, DC 15,189 763 298 465 5%49. Loyola Marymount University, CA 3,407 761 224 537 22%50. University of North Texas, TX 7,357 752 274 478 10%51. San Jose State University, CA 5,291 745 226 519 14%52. University of Washington-Seattle Campus, WA 14,010 741 337 404 5%


H I S P A N I C

RANKINGS

College & University Enrollment Graduate Degrees (Masters & PhDs)


53. California State University-Dominguez Hills, CA 2,430 739 212 527 30%University of the Incarnate Word, TX 2,038 739 265 474 36%

54. CUNY City College, NY 3,040 737 239 498 24%55. Florida Atlantic University, FL 4,889 708 261 447 14%56. George Mason University, VA 12,308 701 267 434 6%57. Fordham University, NY 6,845 689 224 465 10%58. Texas A&M International University, TX 829 683 208 475 82%59. University of California-Davis, CA 6,688 680 248 432 10%60. Texas Tech University, TX 5,986 670 296 374 11%61. University of Michigan-Ann Arbor, MI 15,447 658 323 335 4%

Touro College, NY 6,693 658 135 523 10%62. Rutgers University-New Brunswick, NJ 8,841 657 210 447 7%63. Mercy College, NY 3,425 653 113 540 19%64. Brandman University, CA 3,262 649 199 450 20%65. California State University-San Bernardino, CA 2,179 628 206 422 29%66. Florida State University, FL 8,524 624 301 323 7%

Johns Hopkins University, MD 14,848 624 312 312 4%67. Boston University, MA 14,297 621 256 365 4%68. Northern Arizona University, AZ 4,223 613 169 444 15%69. Ashford University, IA 8,354 612 182 430 7%

DePaul University, IL 8,468 612 278 334 7%70. Stanford University, CA 11,456 608 346 262 5%71. Northwestern University, IL 11,839 593 307 286 5%72. Our Lady of the Lake University-San Antonio, TX 1,292 586 156 430 45%73. University of Colorado Denver, CO 9,293 583 203 380 6%74. New Mexico Highlands University, NM 1,322 582 175 407 44%75. Texas A&M University-Corpus Christi, TX 1,768 573 141 432 32%76. University of Houston-Clear Lake, TX 3,612 571 195 376 16%77. San Francisco State University, CA 4,051 548 219 329 14%

St. John's University-New York, NY 5,247 548 172 376 10%78. University of Pennsylvania, PA 13,047 546 241 305 4%79. Lamar University, TX 4,487 541 149 392 12%80. Liberty University, VA 28,239 537 285 252 2%81. University of St Thomas, TX 2,053 536 115 421 26%82. Univ. of Texas Health Sci. Ctr. at San Antonio, TX 2,368 535 216 319 23%83. University of Illinois at Urbana-Champaign, IL 12,239 517 227 290 4%84. Western Governors University, UT 10,016 514 220 294 5%85. Georgetown University, DC 9,805 510 229 281 5%86. University of Nevada-Las Vegas, NV 4,960 505 192 313 10%87. University of San Francisco, CA 3,661 502 162 340 14%88. University of Medicine and Dentistry of New Jersey, NJ5,977 496 178 318 8%89. Regis University, CO 4,995 486 178 308 10%90. Montclair State University, NJ 3,950 484 117 367 12%91. St. Thomas University, FL 1,347 481 168 313 36%92. American University, DC 5,605 470 183 287 8%93. University of Wisconsin-Madison, WI 11,968 468 233 235 4%94. California State University-Sacramento, CA 2,915 466 139 327 16%95. Drexel University, PA 9,624 459 154 305 5%96. University of North Carolina at Chapel Hill, NC 10,775 457 174 283 4%97. Colorado State University-Fort Collins, CO 7,407 449 213 236 6%98. University of California-Irvine, CA 5,263 442 226 216 8%99. Teachers College at Columbia University, NY 5,236 441 108 333 8%100. New Jersey City University, NJ 1,905 440 103 337 23%


H I S P A N I C

Source: NCES - IPEDS 2012

College & University Enrollment Graduate Degrees (Masters & PhDs)

AGRICULTURE1. Texas A&M University-College Station 98 49 492. University of Florida 80 28 523. California State Poly. University-Pomona 50 13 374. California Poly. State Univ.-San Luis Obispo 48 22 265. Cornell University 43 19 246. California State University-Fresno 42 27 157. University of California-Davis 34 12 228. New Mexico State University-Main Campus 23 13 109. Texas A&M University-Kingsville 22 19 310. University of Illinois at Urbana-Champaign 19 7 12

ARCHITECTURE1. The University of Texas at San Antonio 63 41 222. California State Poly. University-Pomona 54 31 233. Texas Tech University 47 27 204. Florida Atlantic University 42 23 195. University of Houston 40 21 196. Texas A&M University-College Station 32 20 12

Woodbury University 32 18 147. Florida International University 31 13 188. University of Florida 30 15 159. Arizona State University 29 20 9

CUNY New York City College of Technology 29 18 11University of California-Berkeley 29 14 15

10. The University of Texas at Arlington 28 21 7

AREA ETHNIC CULTURAL GENDER/GROUP STUDIES1. University of California-Santa Barbara 87 19 682. University of California-Santa Cruz 76 21 553. University of California-Los Angeles 75 21 544. University of California-Berkeley 74 24 505. University of California-Davis 40 12 286. California State University-Long Beach 38 13 25

San Francisco State University 38 11 27The University of Texas at Austin 38 11 27

7. University of California-Riverside 37 10 278. University of California-Irvine 34 9 25

University of California-San Diego 34 10 249. University of Washington-Seattle Campus 32 8 2410. California State University-Northridge 25 9 16

COMMUNICATION JOURNALISM 1. California State University-Fullerton 257 82 1752. The University of Texas at Austin 216 77 1393. Florida International University 178 41 1374. Arizona State University 139 54 855. University of Florida 125 30 956. California State University-Northridge 124 66 58

The University of Texas at El Paso 124 39 857. University of Houston 105 42 63

8. The University of Texas at San Antonio 103 34 699. San Francisco State University 86 31 5510. University of Central Florida 81 20 61

The University of Texas-Pan American 81 24 57

EDUCATION 1. The University of Texas at El Paso 428 46 3822. Florida International University 277 28 2493. Arizona State University 212 40 1724. University of New Mexico-Main Campus 152 32 1205. Texas A&M International University 144 8 1366. California State University-Fullerton 125 7 1187. University of Central Florida 119 26 938. Miami Dade College 106 20 869. Northern Arizona University 103 17 8610. New Mexico State U-Main Campus 98 19 79

ENGINEERING 1. The University of Texas at El Paso 200 147 532. Florida International University 195 158 373. University of Florida 188 145 434. Texas A&M University-College Station 181 142 395. The University of Texas at Austin 163 131 326. California State Poly. University-Pomona 150 127 237. University of Central Florida 126 101 258. The University of Texas-Pan American 121 101 209. Arizona State University 118 88 3010. California Poly. State Univ.-San Luis Obispo 103 85 18

Georgia Institute of Tech.-Main Campus 103 85 18

HOMELAND SECURITY LAW ENFORCEMENT FIREFIGHTING1. CUNY John Jay College of Criminal Justice 364 185 1792. Florida International University 274 147 1273. University of Phoenix-Online Campus 247 157 904. The University of Texas-Pan American 169 82 875. The University of Texas at San Antonio 137 71 666. The University of Texas at El Paso 133 67 667. Sam Houston State University 125 74 518. Monroe College-Main Campus 123 83 409. California State University-Los Angeles 120 65 5510. California State University-San Bernardino 119 67 52

LIBERAL ARTS AND SCIENCES 1. Excelsior College 162 129 332. California State University-Northridge 154 17 1373. California State University-San Bernardino 137 16 1214. Florida International University 125 50 755. Fairleigh Dickinson Univ.-Metropolitan Camp. 118 48 706. California State University-Fresno 116 18 987. Northern Arizona University 110 45 658. California State University-Long Beach 105 6 999. California State University-Bakersfield 104 17 8710. California State University-Dominguez Hills 103 12 91

Hispanic Male Female Hispanic Male Female

BACHELORSBACHELORSDEGREES AWARDED TO HISPANICSby Academic Program

RANKINGS



MATHEMATICS AND STATISTICS 1. The University of Texas at El Paso 35 16 192. The University of Texas at Austin 32 21 11

The University of Texas-Pan American 32 15 173. California State University-San Bernardino 25 10 15

University of California-Los Angeles 25 14 11The University of Texas at San Antonio 25 11 14

4. California State Polytechnic University-Pomona20 15 55. University of California-Santa Barbara 19 9 10

The University of Texas at Brownsville 19 7 12University of Houston 19 12 7

6. San Diego State University 18 9 97. University of California-Riverside 15 5 10

Texas A&M International University 15 8 78. Arizona State University 14 11 3

University of California-Berkeley 14 13 1Montclair State University 14 4 10University of Washington-Seattle Campus 14 11 3

9. California State University-Fullerton 13 7 6University of California-San Diego 13 8 5University of New Mexico-Main Campus 13 10 3

10. Texas A&M University-College Station 12 5 7

NATURAL RESOURCES AND CONSERVATION 1. Texas A&M University-College Station 54 18 362. University of California-Berkeley 36 18 18

University of California-Santa Barbara 36 16 203. University of California-Santa Cruz 32 17 154. Florida International University 21 6 155. Humboldt State University 20 15 56. University of California-Davis 16 8 87. University of Florida 15 6 98. Rutgers University-New Brunswick 11 6 5

9. University of Arizona 10 5 5California Poly. State Univ.-San Luis Obispo 10 7 3University of California-Los Angeles 10 5 5University of South Florida-Main Campus 10 4 6Texas State University-San Marcos 10 5 5

10. San Jose State University 9 4 5

PSYCHOLOGY 1. Florida International University 539 108 4312. University of Central Florida 200 54 1463. California State University-Northridge 194 32 1624. CUNY John Jay College of Criminal Justice 192 26 1665. Arizona State University 182 42 1406. The University of Texas at San Antonio 163 41 1227. University of California-Riverside 161 38 1238. San Diego State University 155 26 1299. California State University-Fullerton 154 34 12010. California State University-San Bernardino 151 30 121

SOCIAL SCIENCES 1. Florida International University 401 203 1982. University of California-Santa Barbara 361 144 2173. University of California-Los Angeles 342 127 2154. California State University-Northridge 302 112 1905. University of California-Riverside 285 102 1836. University of California-Irvine 247 109 1387. University of California-Berkeley 213 94 1198. The University of Texas at Austin 209 120 899. Florida State University 206 116 9010. University of Florida 203 80 123

Hispanic Male FemaleHispanic Male Female

Source: NCES/IPEDS bachelors degrees conferred in 2012 to Hispanic men and women

Difference

HispanicOutlook

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committees

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Colleges Offer Lessons in Improving

Success Rates for Low-Income Studentsby Marilyn Gilroy

Thegoal of increasing social and economic mobilityfor more Americans has jumped to the top of thenational political agenda and has become a pri-ority at the state-level as well. There is widespread agreementthat higher education is a key to speeding up the process thatwill break cycles of poverty and underemployment for mil-lions. As a result, there is a new urgency to get lower-incomestudents to enter and graduate from college.

All demographic projections predict that a more diversestudent population, including Hispanics and other minorities,will enter college in the next decade. But getting these individ-uals through the doors is not enough; higher education insti-tutions must do more to help them succeed.

The growth of economic inequality and decline of socialmobility in recent decades has made it that much more impor-tant that we radically increase the number of low-income stu-dents and students of color completing a college education,said Kati Haycock, president of The Education Trust. Leadingcolleges and universities are teaching us that just letting morestudents in isnt enough. Colleges need to assume their shareof responsibility for making sure students have the supportthey need to complete.

The Education Trust has issued a report that shows univer-sities can, through sustained efforts, radically reshape successrates for low-income students and students of color withoutgreater selectivity in admissions.

The report, Learning from High-Performing and Fast-Gaining Institutions, examines practices at eight leadingschools that markedly improved graduation rates over a sustainedperiod of time among minorities and low-income students. Whileeach university approached the problem a little differently, thereport says their efforts had three features in common:

Campus leadership including the president andprovost deeply and publicly committed to making studentsuccess a high, institution-wide priority; A self-described data geek in a leadership positionwho used data as a tool to engage the campus communityas problem-solvers and to build a culture oriented towardimproving graduation rates for all groups of students; and Ongoing use of data to identify problems and evaluatesolutions.

The Education Trust report is written as a guide to helpother colleges understand how these selected institutionsbuilt their data analyses to shape policies and programswhich led to significant improvements in retention andgraduation rates. In several cases, the impact on successrates for Hispanic students was especially noteworthy.The eight institutions that Education Trust features are:

Florida State University, a 31,000-student university

that increased graduation rates for Pell Grant recipients from61 percent in 2005 to 72 percent in 2012, nearly the samerate as non-Pell students. Georgia State University a diverse urban institutionwhere underrepresented minority students graduate at a high-er rate than their white peers. San Diego State University, where graduation rates forLatino students a quarter of all undergraduates nearlydoubled from 31.4 percent in 2002 to 58.8 percent in 2011. University of North CarolinaGreensboro, a 15,000-student public university that has eliminated the graduationrate gap between black and white students. University of Southern California, a private nonprofituniversity that increased graduation rates for Latino students19 points to nearly the same rate as its white students. University of WisconsinEau Claire, where graduationrates for freshmen Pell Grant recipients increased from 49percent in 2005 to 60 percent in 2010. Virginia Commonwealth University, which increasedthe graduation rate for black students nearly 13 points toroughly the same rates as its white students.

INNOVATIONS/PROGRAMS


Eric Rivera, SDSU vice president of students affairs

University of Alabama, where course redesign efforts dra-matically improved pass rates in gateway mathematics courses.

The Casa Azteca DifferenceAt San Diego State University (SDSU) officials said that

gains for students were made after examining data and askingquestions such as What about Latino students who are notliving in the residence halls? Data showed that commuter stu-dents, which included a significant number of Latinos, weremore likely to leave campus in the first two years. StudentAffairs Vice President Eric Rivera said that one of the respons-es to the data analysis was to create the Casa Azteca programin 2010 to support commuters by providing them with studyspace and other services such as access to mentors and facul-ty. The number of students served has grown steadily and willprobably reach 400 in 2014.

The Casa Azteca experience has made a difference forLatino commuter students in two significant ways. First, itenhances and strengthens their academic skills, said Rivera.Casa Azteca students take classes together, which includes asupplementary course that supports a shared general educa-tion course. In addition, it is mandatory for them to attendtutoring sessions and to meet weekly with an assigned acade-mic mentor to support them with writing and math courses.

SDSU has continued to use data to measure and validate thepositive academic effect of Casa Azteca. For example, saysRivera, only 6.7 percent of the fall 2011 Casa Azteca studentswere on academic probation after their first semester, com-pared to academic probation rates of 20.6 percent for theirnon-college ready commuter counterparts and 10.3 percentfor the total first-time freshmen cohort. In addition, the aver-age first year college GPA for the fall 2012 Casa Azteca stu-dents was 2.64 compared to their non-college ready com-muter counterparts who had an average GPA of 2.47.

While Casa Azteca has produced academic improvements,it also has made a qualitative difference for Latino commuterstudents by providing them opportunities for developing com-munity and building connections on a large urban campus. AsRivera explains, students in the Casa Azteca program areplaced in small groups that enable them to make connectionswith other students who come from similar backgrounds. Intheir small groups, they learn various success strategies,including time management, test-taking and study skills. Thestudents are from similar communities, have similar back-grounds and all commute to SDSU, he said. After creating acommunity with those who are similar to them, these studentsare then exposed to other communities on the campus andencouraged to engage with them.

Holistic Approach at USCOf the eight schools cited in The Education Trust report, the

University of Southern California (USC) is the only private uni-versity and the only member of the Association of AmericanUniversities, the group representing the nations top researchschools. USC recruits an economically and socially diverse stu-dent, staff and faculty body, and enrolls more underrepresent-ed minority students (African-American, Latino and NativeAmerican) than most other private research universities in the

country, representing about 19 percent of its total undergradu-ate population. In addition, 13 percent of matriculating stu-dents are the first in their families to attend university.

USC also enrolls over 4,200 low-income undergraduatestudents (as defined by Pell Grant eligibility), more than mostprivate research universities.

Given these student demographics, the success rates areimpressive. At USC, low-income and underrepresented minoritystudents graduate at rates comparable to the average of about90 percent for the overall undergraduate population. The six-year graduation rate for Hispanic students exceeds 91 percent.

We want all our students to graduate with academic pro-grams that prepare them to meet their personal aspirations,said Gene Bickers, vice provost for undergraduate programs.Our success with Hispanic students can be attributed to a holis-tic approach that brings together faculty, academic advisors andstudent life professionals to promote engagement and success,

But in order to make progress USC administrators and fac-ulty dug deeper to identify obstacles to graduation. For exam-ple, the university created a task force which looked at therelationship of core requirements to graduation rates. Themembers discovered that USC's three semester foreign lan-guage requirement was the largest single factor preventinggraduation for students who were close to earning enoughcredits for a degree. Officials decided to implement an inter-vention strategy to require students to satisfy the languagerequirement before the beginning of his or her fifth semesterso that the pathway to a degree is fulfilled in a timely manner.

Overall, The Education Trust report says it will take the typesof transformation and innovations that occurred SDSU and USCto produce significant results for low-income students.

Universities are being challenged with the vital goal ofincreasing student access and graduation rates for our nationsneediest students, said Joseph Yeado, a higher educationresearch and policy analyst with The Education Trust.Improving student success will require a culture shift on manycollege campuses across the country. The good news is that wecan follow the example of campuses that have already madetremendous progress to improve success for all students.


Student Success Gains atSan Diego State University

StudentGroup

Six-YearGraduation

Rate ofStudents WhoBegan in 1996

Six-YearGraduation

Rate ofStudents WhoBegan in 2005

PercentChange

Over Time

Overall 38.1% 65.6% +72.2%

Black 28.6% 55.8% +95.1%

Latino 31.4% 58.8% +87.3%

White 42.4% 68.6% +61.8%Source: Learning From High-Performing and Fast-Gaining Institutions, The Education Trust, 2014

Earlier this year, the White House took an unprecedentedstep in calling together about 100 leaders from collegesand universities as well as 40 nonprofit organizations andother groups to a summit aimed at increasing college opportu-nities for low-income students. The result was what the WhiteHouse described as 100 new commitments to expand collegeopportunity with the goal of producing five million additionalcollege graduates by 2020.

It is critical we expand opportunities for the Latino com-munity and all low-income students, said Marco Davis,deputy director for the White House Initiative on EducationalExcellence for Hispanics. This means five million additionalgraduates from either two-or-four- year colleges and 3.5 mil-lion should come from the Hispanic population.

The President and First Lady called on those at the summitto propose and commit to ideas for increasing college oppor-tunity to those born at the bottom quartile of income levels.According to the White House, only 9 percent of those in thisgroup (which includes many Hispanics) attain a bachelorsdegree by age 25, compared to 54 from the top quartile. Andwithout college, a child born in the bottom quartile has only asmall chance of becoming a high-income earner.

Many of those students who struggle to complete a bache-lors degree are Hispanics, and are often in the low-incomebracket and the largest minority group at four-year colleges.They also make up a quarter of all community college stu-dents, said Davis.

With the help of higher education and supportive business-es and organizations, the White House will help expand col-lege opportunities for these students and many more by com-mitting to the following actions:

connecting more low-income students to the college that isright for them and ensuring more graduate; increasing the pool of students preparing for collegethrough early interventions; leveling the playing field in college advising and SAT/ACTtest preparation; and strengthening remediation to help academically underrep-resented students progress and complete college.

According to the White House, many low-income studentsdont apply to or attend schools where they are more likely tosucceed because they arent aware of their options. So, inorder to connect more low-income students to the rightschools and help them graduate, the federal government haspartnered with 80 institutions of higher education and 15organizations to ensure college access and success. The PosseFoundation is doubling its STEM (Science, Technology,Engineering, and Math fields) Posse Partner institutions, pro-viding students from diverse urban backgrounds $35 millionin four-year scholarships and helping them complete STEMdegrees at top schools in the next five years.

Other efforts being made to ensure more students apply toand graduate from good schools include action by the CollegeBoard with its member institutions to offer fee waivers to eligi-ble students for college applications. Various organizationsalso will invest $95 million to help more students completeSTEM degrees, and more than 80 colleges have committed toimproving efforts to recruit students who might otherwise notattend their institutions, expanding need-based aid for them,and helping transfer and retain low-income students.

Approximately 30 colleges and 12 organizations are stand-ing behind the second major goal of the White House to help


CONFERENCES

College Opportunity for Low-IncomeStudents Becomes Priority

by Michelle Adam

increase the pool of students preparing for college throughearly interventions. Because low-income students are less like-ly to prepare for college by taking recommended courses, visit-ing college campuses, and taking the SAT or ACT, commitmentshave been made to turn this around. Deloitte, Darden,Walmart, AT&T, Mutual of America, and the Samberg FamilyFoundation are committing $5 million over the next four yearsto support College Summit and its partnership calledScholarJob. This organization helps low-income studentsacross America connect education with careers, and is giving100,000 high school students from low-income communitiesin 10 cities cutting-edge technology to assist them in exploringcareers, and attending and completing college.

Other efforts include a $4.5 million commitment from theIrvine Foundation and Pacific Gas & Electric to help redesignhigh schools to include more real-world learning and busi-ness partnerships. In addition, iMentor will match 20,000 newfirst-generation college students with mentors, and BlueEngine is expanding academic preparation in college gatewayskills to 10,000 more students during the next five years. Also,$12.5 million in funding will help prepare 100,000 STEMteachers in the next decade, and more than 35 colleges anduniversities are hosting enrichment programs for low-incomestudents, linking high school students with college, andencouraging tutoring for low-income students.

Because low- income students often receive less advisementand mentorship for college and are less prepared for admissionstests, the White House set a goal of leveling the playing field inadvising and test preparation. This will be achieved by theNational College Advising Corps providing an additional 80,000students during the next three years with college counseling, andthe National Association for College Admission Counseling isoffering free resources and additional training to school coun-selors to help them guide students to college. The Khan Academyhas joined the effort by launching a college prep initiative whilethe National College Access Network will serve thousands ofadditional students with support connected to applying to col-lege, and more than 20 colleges will offer advice and support tostudents navigating the college application process.

The final goal of the White House to seek breakthroughsin remedial education is crucial for low-income studentswho tend to enter college with remedial needs at four-yearinstitutions more often than others. In an effort to address thisgoal, 23 states in collaboration with Complete College Americahave committed to addressing remediation, especially in mathand English, so many more students complete gateway cours-es and graduate college. Also, key organizations like Achievingthe Dream, Carnegie Foundation for the Advancement ofTeaching, and Jobs for the Future are teaming up to makesure colleges interested in improving remediation have thetools and resources to do so.

In addition to these efforts, the White House is encourag-ing and supporting institutions to establish, in partnershipwith school districts, work-study jobs through the FederalWork-Study program in order to expand access and strength-en secondary-to-postsecondary transitions. Also, theDepartment of Education will share data on Free Application

for Federal Student Aid (FAFSA) completion with states, sostates and school districts can help increase the number ofstudents who fill out these forms for financial aid. Cities suchas Chicago and San Antonio already have experienced successon this front and Detroit has raised its FAFSA completionrates by 30 percent.

The White House commitment to reach out to low-incomestudents and ensure that more graduate from college comes ata time when many students struggle with the rising cost ofeducation, and schools face the challenge of less state fund-ing. Yet, according to the administration, it has already dou-

bled federal investments in Pell Grants and college tax creditsand has reformed student loans to make college a greaterpossibility for low- income students.

The finances are a difficult challenge right now for stu-dents from low-income and especially underrepresentedbackgrounds, said Davis. President Obama is trying toincrease affordability by increasing the Pell Grant and workingwith institutions to find ways of making college more afford-able. We see education as an investment.

When asked how unusual this kind of commitment is on thepart of the administration, Davis added that it is unprecedented.The idea of really engaging the higher education communityitself is unusual. We had more institutions that reached out afterthe summit, and theres been a great response from the highereducation community. We need all on board.


Marco Davis, deputy director for the White House Initiative on EducationalExcellence for Hispanics

With all supporting this initiative educators, policymak-ers, organizations, businesses, and communities the goal isproduce another five million college graduates by 2020, withthese numbers represented by low-income students, many ofwhich are Hispanic.

Nationwide, weve reached an 80 percent high schoolgraduation rate, and with Latinos, we have cut the high schooldropout rate in half in the past 10 years, said Davis. So, ifwe keep building on the innovation we find is working, by2020 we can hit the mark.


The vision of education as a medium toward democracy, citizenship, and socialstatus remains present in most discourse today. Yet, the conditions for this vision tofacilitate the successful academic attainment and civic engagement of young peopleare far from accomplished. For the past five years, I have been an active member ofa growing unincorporated community located along the central coast of California.Becoming aware of the institutional challenges of living in an unincorporated areafurthered my interests in exploring how social settings, particularly schools andneighborhoods, shape institutional opportunities, specifically for Latina/o familiesand youth. Seeing the lack of resources available to the community, a youthParticipatory Action Research (yPAR) program was created to provide elementaryschool-aged youth with opportunities to develop their critical thinking and leader-ship skills through learning and conducting social science research. Between 2009and 2012, I was a coordinator for the after-school program called Change 4 Good,which serves fourth- and fifth-grade students who are predominantly first and sec-ond-generation immigrant Latinas/os from Mexico and Central America. TheChange 4 Good program serves as an example of how the vision of educating fordemocratic critical citizenship can be achieved.

My personal challenges in K-12 education have influenced my interests in Latina/o youth, education, and citizenship. Inparticular, I am interested in understanding the role of settings in facilitating or challenging individual and collectiveempowerment toward social justice and structural change. As a doctoral candidate at the University of California, SantaCruz, pursuing a PhD in social psychology with a designated emphasis in Latin American and Latina/o studies, I researchhow institutions facilitate the development of a critical lens through which people can understand a sense of themselveswithin a broader socio-political context. Through forming a critical consciousness, as subjects acting and being on theirown terms, I focus on the experiences of young people who are developing a sense of empowerment to influence andchange their worlds. Seeing how young people empower themselves to make changes in their school and community fur-ther motivates me to continue on the path of education and social justice.

As a 2013 graduate student fellow of the American Association of Hispanics in Higher Education (AAHHE), I had the priv-ilege of meeting supportive scholars, colleagues and mentors who are committed to social justice. The AAHHE communitystands true to my values and principles of justice and validates my passion and commitment to social justice for Latinas/os.AAHHE seeks to support the next generation of scholars by providing fellows with resources to help us prepare for the pro-

fessoriate, as well as how to maintain well-being, while remaining committed to teaching, service, andresearch. As a graduate fellow, I have significantly benefited from the experience, both personally and

professionally. Engaging in early-career professional development, while being able to formfriendships with scholars who can validate my experience as a first-generation Latina in

higher education is invaluable. I am forever indebted to AAHHE for the opportunity andprivileging experience.

By Jesica Siham Fernndez PhD candidate in social psychology, designated emphasis in Latin American & Latina/o Studies (LALS),

University of California, Santa Cruz.

Scholars Corner


by Peggy Sands Orchowski

SCHOOLS AND PROGRAMS SERVING MINORITIES UNDER ATTACK BY BOTH PARTIES - Democratic leaders continuallyoppose the expansion of charter schools which serve many minorities across the nation. Lately, the attention has been focused onNew York City Mayor Bill de Blasio, who has been accused by papers such as the New York Post of declaring a war on charterschools by threatening to close many of them. One of the mayors complaints is that the schools serve fewer special needs studentsand that charters student-bodies are segregated by ethnic or particular interest groups. But werent charters created to serve target-ed groups? Critics also say that charters take students and revenue away from traditional public schools. Teachers unions especiallyare against charter schools because most do not require their teachers to be union members. Could it all be about the money? Andthen there are Pell Grants. Many Republican political leaders since the Presidents George Bushes argue each budget year for elimi-nating PELL grants the main source of college support for low-income students. They want the funds to be transferred instead tofour-year college grants. Youd expect it to be just the opposite since PELLs help a larger percentage of Americas minority and non-traditional college students to attend community colleges a supposed priority of Republicans. But its about the money. For-profitcolleges continue to make headlines with members of both parties weighing in on the controversies surrounding this sector. The

Obama administration has pushed for regulations that say for-profits must show their graduates are getting jobs and areable to pay back their loans. Its true that almost 90 percent of for-profit students receive government loans; that gov-

ernment funds are those institutions primary source of revenue; and that they make a lot of profit even whilemany of their students default on their government loans. But the widespread attack brings to mind a

refrain from the popular musical Annie Get Your Gun: Anything you can do, I can do better.After all, just what are for-profits doing that nonprofit public and private colleges dont? While

nonprofits can cost students close to $100,000 for a four-year degree (that often takes fiveor more years to complete), they dont guarantee their graduates a job that will pay

off their loans. And nonprofit colleges market aggressively (especially todonors) for their educational services. The for-profits do the same thing

only better. For-profits are popular especially with low-income stu-dents because they offer short-term certificates and highly struc-

tured degree programs. They take away vast numbers ofcoveted diverse students and revenue from the tradi-

tional public four-year college. House MajorityLeader Eric Cantor has defended for-profits

by saying they encourage entrepreneur-ship in higher education and that governmentfunds should continue to be distributed to theseschools. So, its all about who gets the money.

ARE DREAMers TURNING OFF ALLIES? Some DREAMer advo-cates are becoming very aggressive and many, including this congressionalreporter, are observing trends which could begin to turn off even their strongestallies. OK, some DREAMers yelled we are not afraid (to be arrested) duringCongressional Judiciary Committee hearings and they werent. They interrupted thesolemn Senate vote count for immigration reform last June and were not thrown out of the galleryas others would have been. DREAMer advocates have been known to hassle Republican congressionalleaders at their homes and offices, and the press laughs. But even Rep. Luis Gutirrez had to withdraw sup-port from the Border Eight group last year as he disavowed the extreme actions of some DREAMer groups. NowRoberto Lavato, the co-founder of Presente.org, the Hispanic political action group, said if Obama doesnt do some-thing significant soon on immigration reform, Latinos are going to make life miserable for Joe Biden and Hillary Clinton,among others. Do DREAMers expect that politicians should immediately grant legal status to their parents and friends?

WHY LIBERAL ARTS MAJORS ARE VITAL FOR THE ECONOMY Suddenly it seems that liberal arts advocates are fightingback against the must-major-in-STEM (science technology, engineering and math) drumbeat. There seems to a flood of reportsand even magazine covers making the case for studying the humanities. Colleges are developing integrative degrees; somerequire courses like the history of science for all majors. It can be argued that what has made U.S. innovation so strong in thepast is that American students were trained comprehensively K-14 in a wide range of arts, history and science subjects. Thisallowed them to make connections between fields that international students trained in only math or science cannot. Even as wewant more Americans to study STEM, we need them to stay broadly educated!

Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva,Switzerland. She earned a doctorate in international educational administration from the University of California-SantaBarbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journal-ist and columnist covering Congress and higher education.

UNCENSORED

U N C E N S O R E D

Positive News on Hispanic HighSchool Graduation and CollegeEnrollment Ratesby Angela Provitera McGlynn

Richard Fry, senior research associate and Paul Taylor, direc-tor of the Pew Hispanic Center, recently reported some goodnews on Hispanic gains in education in a report entitled,Hispanic High School Graduates Pass Whites in Rate of CollegeEnrollment: High School Drop-out Rate at Record Low.

The report, which is based mainly on data published by theU.S. Bureau of Labor Statistics (BLS) and the original datasource the school enrollment supplement of the CurrentPopulation Survey (CPS), indicates that Hispanics have reachedseveral milestones in both high school graduation rates andcollege enrollment rates.

The positive trends for Hispanics are even more significantbecause overall, college and graduate school enrollments fellby nearly half a million from 2011 to 2012. According to thisCensus Bureau data, the percentage of non-Hispanic whitestudents declined from 67 to 58 percent from 2006 to 2012while the percentage of Hispanic college enrollees grew from11 to 17 percent and the percentage of African-American col-lege enrollees grew from 14 to 15 percent.

Julie Siebens, a statistician in the Census BureausEducation and Social Stratification Branch, said, Thisincrease in the number of Hispanics enrolled in college canbe attributed to the combination of an increase in the adultHispanic population and their climbing likelihood of beingenrolled. The overall decline in college enrollment from2011 to 2012 in the U.S. was partly driven by the fact thatadult students age 25 and older fell by nearly half a million(419,000 students) and at the same time enrollment ofyounger students declined by 48,000.

The first finding of the new PEW Trends report, and per-haps the most dramatic, is that the high school class of 2012had a record high of 69 percent Hispanic students enrolled incollege that fall semester, surpassing their white cohort by twopercentage points. Nearly seven in 10 Hispanic high schoolgraduates enrolled in college in the fall of 2012, marking thethird straight year of increases among this demographic.Hispanic students make up 19 percent of all college studentsages 18 to 24 and this is up from 12 percent in 2008.

Fry has stated that one of the most important aspects of thefindings is that not only are more Hispanics going to collegebut a larger share of those who finish high school are enrollingin higher education. As he said in a New York Times interview,This is the maturation of a big second generation amongLatinosnative born, and educated in American schools.

In previous research, Fry and Lopez said that the increasein Hispanics going to college was accelerated by the onset ofthe recession in 2008. By contrast, the college-going rateamong white high school graduates has declined slightly sincethe recession.

There are two possible contributors to the rise in Hispanicpost-recession enrollment. First, since the onset of the reces-sion in 2007, Hispanics have had a harder time findingemployment than whites. Unemployment among Hispanics

REPORTS


Hispanic Education on the RiseShare of Hispanic Youth Dropping out of High School ata Record Low...

And Share of Hispanics High School Graduates ImmediatelyEnrolling in College at Record High

70

60

50

40

30

20

10

02000 2002 2004 2006 2008 2010 2011

Figure 1

2818

14

70605040302010

0

69

49

62

2000 2002 2004 2006 2008 2010 2012

Source: PEW RESEARCH CENTER

ages 16 to 24 has risen by 7 percent compared with a 5 per-cent rise for whites of the same age.

The second factor could be the great importance Hispanicfamilies place on a college education. In a 2009 Pew HispanicCenter survey, 88 percent of Hispanics ages 16 and olderbelieved that a college degree was necessary to get ahead in life.In contrast, another survey of all Americans ages 16 and olderfound that fewer (74 percent) agreed with that statement.

It is important to note that although the share of 2012Hispanic high school graduates enrolled in college movedahead of that of white students, the same is not true when welook at data of all young people ages 18 to 24. Despite arecent decline in the Hispanic high school dropout rate,Hispanic students still have a higher high school dropout ratethan white students so that the share of all Hispanics ages 18to 24 in college lags that of whites: 37.5 percent amongHispanics compared with 42.1 percent among whites.

The Hispanic high school dropout rate is in continuingdecline. In 2012, the share of Hispanics who had not com-pleted high school and were not enrolled in school fell to arecord low 15 percent. In 2002, the rate was 32 percent sothis is a dramatic decline. In fact, the Hispanic high schooldropout rate is falling more quickly than that of any otherracial or ethnic group.

The most recent available data show that in 2011 only 14percent of Hispanic 16- to 24-year-olds were high schooldropouts and that is half the level found in 2000 (28 percent).During that same time, the dropout rates for whites whichstart from a much smaller base of dropouts also declinedfrom 7 percent in 2000 to 5 percent in 2011.

The new report also shows another milestone: Hispanicsnow make up 25 percent of all public school students. TheCensus Bureau data of 2012 found that one out of every fourpublic school students nationwide was Hispanic. There isvariation across different school levels:

Among nursery public school students, Hispanics make up29 percent Among public school kindergarten students, 27 percent areHispanic

For elementary public schools, 25 percent are Hispanic Only among public high school students is the Hispanicshare below one-quarter at 23 percent

So far this report has illustrated some positive trends forHispanics in the American educational system. However, thereport has also found what previous research has shown. Despitethe narrowing of some of the gaps mentioned above, Hispanicscontinue to lag behind their white cohort in several areas of highereducational attainment. Young Hispanic students are:

1. Less likely than their white peers to enroll in a four-yearcollege (56 percent versus 72 percent). The majority ofHispanic students begin their educations at community col-leges in part because community colleges are much lessexpensive and closer to home2. Less likely to attend a selective college3. Less likely to be enrolled in college full time probablybecause more Hispanic students hold jobs while getting theireducations, and this interacts with making the community col-lege a more attractive choice for them4. Less likely to complete a bachelors degree

While the Pew Trends report shows some very positivegains for Hispanics, the fact that they continue to lag in com-pleting a bachelors degree in comparison to other groups is aserious concern both for them as a demographic and for oursociety in general. In 2012, 14.5 percent of Hispanics ages25 and older had earned a BA degree. In contrast, forAsian-Americans that number was 51 percent; for whites, 34.5percent held bachelors degrees, and 21.2 percent of blackshad completed a bachelors degree.

Looking at the fourth statement above about youngHispanic students being less likely to earn a four-year degree,we can see that the first three less likelihoods are risk fac-tors for degree completion. We know from previous data thatHispanics who start their educations at four-year institutionsare more likely to graduate. This finding tells us that educa-tors and policymakers must make the transitioning processfrom two-year to four-year colleges more seamless.

Again previous research shows that students who under-match in choosing a college, that is, they attend a collegebeneath their capabilities, are less likely to complete a degree.Educators and policymakers should make it more likely bothin terms of recruitment and financial aid that Hispanic stu-dents can go to more selective colleges.

Part-time college enrollment is another risk factor along withworking while attending college. The lag in college completioncant be divorced from the economic factors that make collegecompletion for many Hispanic students a much greater hurdle.

Angela Provitera McGlynn, professor emeritus of psy-chology, is an international consultant/presenter on teach-ing, learning, and diversity issues and the author of severalrelated books.


Itsbeen a wild ride for comprehensive immigrationreform the past 12 months, leaving many peoplesearching for explanations. Last May, comprehensive immigration reform was on a roll.

It was THE issue that Senate Republicans and Democrats alikewere focusing on to show that Congress wasnt dysfunctional.On June 27, the Senate passed a 1000-plus-page comprehen-sive immigration bill by a wide margin: 68-32.

But by March 2014, leaders in both parties admitted thatcomprehensive immigration reform was most likely dead inthe 113th Congress.

Fingers are being pointed at who is to blame. It gets emo-tional. Democrats and immigrant advocates blame fearfulanti-immigrant Republicans. Republicans point toPresident Obamas Pen and Phone strategy: they dont trusthim to enforce immigration or any other laws with which hedoesnt agree and to use his power of executive orders tocircumvent laws.

Ironically there are many elements of immigration reformon which strong leaders in both parties agree. But there isone issue they dont agree on, and that is a key to the dead-lock. The issue is: how

05/05/2014 top 100 colleges for hispanics

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