Summary from the Excelencia in Education website
Federal financial aid is critical to student access and success in postsecondary education for many students, including most Latinos. However, current realities are challenging the effectiveness of federal financial aid policy today.
This white paper uses a Latino lens to articulate challenges and opportunities for financial aid policy using both public data and input by students, institutional partners, and other stakeholders. The Latino lens is not intended to exclude consideration of other groups. Instead it offers a contemporary lens to more accurately see America’s student population and provides a fresh perspective on financial aid policy using the profile of this young and growing population as the baseline, rather than the footnote, to define the post-traditional student.
Traditional Student Profile
Post-traditional student profile
|College ready||Many need academic prep or remediation|
|Enroll in a college or university full-time||Enroll at a community college and part-time|
|Enroll the fall after high school graduation||Delay initial postsecondary enrollment while entering the workforce|
|Live on-campus||Live off-campus with their parents or with their own dependents|
|Complete a bachelor degree in four years||Take more than four years to complete a degree|
|Parents have college degree||First in family to enroll|
|White, non-Hispanic||Latino or African/American|
|Do not work while enrolled||May work 30 hours or more a week|
|Make college choices based on financial aid, academic programs offered, and institutional prestige||Make college choices based on cost of attendance, location, and accessibility|
To download the report or its executive summary, please go to: http://www.edexcelencia.org/research/latinolens.
Abstract of report
Written by Peter M. Crosta, http://ccrc.tc.columbia.edu/publications/early-community-college-dropouts.html, February 2013.
For colleges to develop effective dropout prevention strategies, it is necessary to have a clear picture of who these early dropouts are. This report identifies distinguishing characteristics of this group by analyzing six years of transcript data on 14,429 first-time college students who in 2005 and 2006 enrolled at one of five community colleges in a single state. Of these students, 28 percent never returned to the same college after their first semester, and the majority of these students never attended any college again.
Early dropouts were, on average, older than early persisters. While early dropouts did not differ appreciably from early persisters in terms of secondary credentials, their developmental placement rates suggest that they were somewhat less academically prepared than early persisters. Early dropouts performed very poorly in their college coursework, particularly in their developmental courses. With failure and withdrawal rates in some courses exceeding 60 percent, it is clear that the first-term experience for early dropouts was not a positive one.
To read the full CCRC Analytics article, please go to: http://ccrc.tc.columbia.edu/media/k2/attachments/early-community-college-dropouts.pdf
The latest Pew Research Hispanic Center report compares 2000 census information to 2011 projections.
Findings pertaining to the State of Texas include the following:
- Texas’ foreign-born population increase is the third largest in the nation with 4.2 million immigrants arriving in the state in 2011. This is more than the number moving to Flordia.
- Texas’ immigration figures far exceeded those of Arizona (with 868,850) and New Mexico (with 211,533). Only the state of California exceeded the number of new immigrants moving into a state in 2011.
- While California’s foreign-born population is larger than Texas’, our rate has grown faster (45.7% between 2000 and 2011). This is faster than any other border state (California with 15.1%; Arizona with 31.2%; and New Mexico with 41.4%).
- Nearly sixty percent (59.7%) of all foreign-born people living in Texas came from Mexico.
National data also reveals the following:
ENGLISH SPEAKING ABILITY
- Of immigrants arriving after 2006, 62.5% of all foreign-bornadults (18 and older) speak English “less than very well.”
- Of immigrants arriving after 2006, 45.4% of all children (under 18) speak English “less than very well.”
- Even for those adults coming to the US before 1990, 43.7% still speak English “less than very well.”
- Of Mexican immigrant adults, 39.5% have less than a 9th grade education. Combined with those not completing high school, this means that of all Mexican adult immigrants, 59.2% lack a high school diploma or GED.
- College enrollment for Mexican immigrants has increased from 7.4% in 2000 to 15.4% in 2011.
POVERTY & INCOME
- More than half (51.6%) of all Mexican-born residents in the US had personal earnings of less than $20,000 in 2011.
- The Mexican immigrant median income was only $19,000 — the lowest of all immigrant populations; and it was far below the national average for native born residents ($30,000).
- The median household income was also the lowest ($34,000). In comparison, South American immigrants had a median household income of $49,600.
- 49.5% of all Mexican immigrant children lived elow the poverty line (versus 22.1% of native born children).
Source of information: http://www.pewhispanic.org/2013/02/15/hispanic-population-trends/ph_13-01-23_ss_hispanics3/
Youth Literacy Grants: Dollar General Literacy Foundation Youth Literacy Grants provide funding to schools, public libraries, and nonprofit organizations to help students who are below grade level or experiencing difficulty reading. Grant funding is provided to assist in the following areas:
- Implementing new or expanding existing literacy programs
- Purchasing new technology or equipment to support literacy initiatives
- Purchasing books, materials or software for literacy programs
Deadline to Apply: May 23, 2013
Maximum Grant Award: $4,000
More Information: http://www2.dollargeneral.com/dgliteracy/Pages/youth_grants.aspx
Adult Literacy Grants: Dollar General Literacy Foundation Adult Literacy Grants award funding to nonprofit organizations that provide direct service to adults in need of literacy assistance. Organizations must provide help in one of the following instructional areas:
- Adult Basic Education
- General Education Diploma Preparation
- English Language Acquisition
Deadline to Apply: February 28, 2013
Maximum Grant Award: $15,000
More Information: http://www2.dollargeneral.com/dgliteracy/Pages/adult_grants.aspx