The database is made up of over 200 active programs initially recognized through our Examples of Excelencia review process. Growing What Works Database Learn What Works for Latino Student Success The Growing What Works Database is online and searchable. It is a resource for practitioners, institutional leaders, funders, and policymakers interested in evidence-based practices that accelerate Latino student success in higher education. Search the database below to see programs that have been recognized throughout Excelencia in Education’s 20 years of service for making a positive difference in Latino student success, including those recognized in 2024 as Examples of Excelencia and Finalists for their intentional and culturally relevant evidence-based practices. Filter by Academic Level Associate Baccalaureate Community-Based Organization Graduate Filter by Issue Area Academic Program Access Retention Support Services Transfer Filter by Program Focus Select Program Focus Filter by State Select State Filter by HSI Program Abriendo Puertas - Latino Memphis The mission of Abriendo Puertas is to increase post-secondary access for Latino students in the Mid-South through academic support and leadership development. Learn More About the Program Academy for College Excellence (ACE) - Cabrillo College ACE brings students unprepared for college and the workforce into community college and helps them reevaluate their educational experience. Learn More About the Program Accelerate, Complete, Engage Program (ACE) at John Jay College ACE is a comprehensive academic support program designed to help students complete their academic journey towards a bachelor’s degree on time. Learn More About the Program Access College and Excel (ACE) Program ACE recruits and supports high school students from predominantly Latino, inner-city schools to successfully transition to college and obtain a bachelor’s degree. Learn More About the Program Achieving in Research Math and Science (ARMAS) Center The mission of the ARMAS center is to provide comprehensive support to STEM students and faculty. Learn More About the Program AlamoADVISE AlamoADVISE provides community college students with a personalized academic/career pathway through the support of a certified advisor. Learn More About the Program Academic Achievers Program (AAP) AAP aims to propel Latino students to graduation by providing them with scholarship, mandatory tutoring, mentoring, skills workshops and leadership training. Learn More About the Program Academy for Teacher Excellence (ATE) ATE prepares Latino/Hispanic pre-service and in-service educators to teach diverse student populations. Learn More About the Program Accelerated Study in Associate Programs (ASAP) - Bronx Community College ASAP was launched in 2007 to improve the low graduation rates of City University of New York’s (CUNY) Community Colleges. Learn More About the Program Achieving a College Education (ACE) Program- Maricopa Community College District ACE motivates underrepresented students to complete high school and continue on to complete a college degree. Learn More About the Program Adelante Hispanic Achievers, Inc. Adelante Hispanic Achievers aims to inspire and empower Latino youth to achieve their dreams and contribute as creative and educated world citizens. Learn More About the Program Ambiciones Ambiciones provides pathways to college completion for Latino students by helping high school students and their families navigate the Howard Community College entrance process. Learn More About the Program 1 2 3 4 5 1 ... 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 ... 20

The Ph.D. Clinical Psychology Program at the Carlos Albizu University (CAU), San Juan Campus offers doctoral education and training in clinical psychology. < Back Ph.D. Clinical Psychology Program Institution: Albizu University-San Juan State: Puerto Rico Academic Level: Graduate Issue Area: Academic Program Program Focus: Health Website: https://www.albizu.edu/san-juan/phd/clinical-psychology/ Key Personnel: Aida Jimenez-Torres Contact Info: ajimenez@albizu.edu Overview The Ph.D. Clinical Psychology Program at the Carlos Albizu University (CAU), San Juan Campus offers doctoral education and training in clinical psychology. The Ph.D. Program was founded in 1992. It was first accredited by the American Psychological Association in 1994. We train around 150 graduate students per year that fluctuates between first and fifth year. We provide mentorship, and academic trainings in Clinical Psychology to mainly Hispanic/Latino students. Program Description One of its major goals is to increase the number of Latinos/as students trained in Clinical Psychology who master the required clinical and research skills to investigate mental health issues, particularly those associated with disadvantaged population. Moreover, the Program is unique in its mission of training culturally sensitive psychologists in a Hispanic/Latino cultural context. Our educational philosophy is based on a holistic, dynamic and integrated perspective, which is carried out through a balanced and interconnected sequence of didactic offerings, research opportunities, and experiential training placements. These activities are developed within a context of awareness and sensitivity towards culturally diverse constituencies, with special attention to the Puerto Rican society. Outcome A total of 147 doctoral students have graduated from 2001 to 2008. Ninety eight percent of their students are Latinos. The program's retention rate between 2001 and 2010 has been an average of 80 percent. Ninety four percent of their graduates from 2000 to 2008 are licensed in clinical psychology. Their Latino students have demonstrated leadership and achievements in their engagement in Professional Activities: such as memberships in professional societies, presentations or workshops at professional meetings, published in books/articles in professional or scientific journals, participating in grant supported research, involved in teaching, and involved in part-time supervised practicum training off campus. Return To Growing What Works Database Related Programs in Puerto Rico Filter by Issue Area Academic Program Institute of Interdisciplinary Research (IIR) Academic Program Partnership for Research and Education in Materials (PREM) Academic Program Ph.D. Clinical Psychology Program Academic Program

The Mother-Daughter program organizes activities for the girls and their mothers around four broad goals. < Back Mother-Daughter Program Institution: The University of Texas at El Paso State: Texas Academic Level: Baccalaureate Issue Area: Access Program Focus: Females/Latinas, Parental/Family Engagement Website: https://www.utep.edu/enrollment-management/motherdaughter/ Key Personnel: Josie Tinajero Contact Info: tinajero@utep.edu | 915.747.5572 Overview The Mother-Daughter program organizes activities for the girls and their mothers around four broad goals. The first goal is to build the girls' self-esteem, encouraging them to complete high school and raising their expectations to attend college. Second, provide orientation to support higher education attainment and professional careers. Third, improve the quality of academic preparation and life-skills training. Lastly, to create a more equitable representation of Hispanic women in professional careers through higher education. Program Description The Mother-Daughter Program organizes activities to help girls and their mothers work together to set goals that will lead to academic and career success for the girls. The Mother-Daughter Program involves Hispanic mothers and daughters in monthly educational career and cultural activities for an entire year and follows up with workshops and seminars in subsequent years. It also recruits school, community, and college student volunteers as role models and mentors. The program considers the most important role model for young girls, especially in the Hispanic community, is found within the family system, and connects program resources/activities to the mother-daughter team as one of its founding philosophies. Outcome Longitudinal studies have shown that of the 1,800 mothers and daughters who participated in the program between 1986-1993, fewer girls (than those in the comparison group) dropped out of school or got pregnant than did non-participants from similar backgrounds. Participants were also more likely to enroll in advanced courses, earn higher grades and outscore their peers on state achievement tests. For example, 98 percent of the girls in the first two cohorts – 1986 and 1987 – were still in school in 1992; 62 percent were enrolled in college preparatory courses; and almost 50 percent were enrolled in honors courses. Return To Growing What Works Database Related Programs in Texas Filter by Issue Area Access Access College and Excel (ACE) Program Access Believe & Achieve Program Access College Possible Texas Access Con Mi MADRE Access Dual Credit and Early College High School Access Eagle Promise Program Access Early College High Schools Program Access Entering Student Experience Access Show More

MTBI seeks to recruit students to careers in the mathematical sciences by providing an intensive research experience. < Back Quantitative Research in the Life and Social Sciences Program (QRLSSP) Institution: Arizona State University State: Arizona Academic Level: Graduate Issue Area: Access Program Focus: STEM, Undergraduate Research Website: https://mcmsc.asu.edu/institutes/qrlssp Key Personnel: Patrick Kenney Contact Info: pkenney@asu.edu | 480.727.2634 Overview The Mathematical and Theoretical Biology Institute (MTBI) is embedded in ASU’s Simon A. Levin Mathematical, Computational, and Modeling Sciences Center to connect the center’s education-through-research mission directly to trans-disciplinary undergraduate and graduate programs in the mathematical sciences. Program Description MTBI seeks to recruit students to careers in the mathematical sciences by providing an intensive research experience of student-driven research where participants actively contribute to setting the research agenda. MTBI host a summer research program, encouraging and facilitating access and completion of a graduate studies degree in mathematics and science. A collaborative learning environment and community among students and faculty aids students in their research and provides a source of support in graduate school and beyond MTBI gives students an insight into what to expect in the pursuit of a Ph.D. and aims to strengthen and diversify the pool of U.S. students pursuing graduate degrees in math and sciences. Alumni progress is monitored for at least six years after participation to provide support, community, and measure program success. Outcome From 1996 through 2016, MTBI has recruited and enrolled 533 students, 70% of them are underrepresented minorities, and approximately half of them identified as Latino. Through February 2017, 71% of MTBI students enrolled in graduate or professional school programs. 108 MTBI students have completed their Ph.D. and 67 of those students were Hispanic/Latino. Return To Growing What Works Database Related Programs in Arizona Filter by Issue Area Access Achieving a College Education (ACE) Program- Maricopa Community College District Access Hispanic Mother-Daughter Program (HMDP) Access Joaquin Bustoz Math - Science Honors Program Access Quantitative Research in the Life and Social Sciences Program (QRLSSP) Access

PRIME-LC trains and supports Latino, bilingual medical students at the University of California, Irvine to develop culturally competent physicians. < Back Program in Medical Education for the Latino Community (PRIME-LC) Institution: University of California-Irvine State: California Academic Level: Graduate Issue Area: Academic Program Program Focus: Career/Workforce, Health Website: https://medschool.uci.edu/education/medical-education/mission-based-programs/prime-lc Key Personnel: Charles Vega Contact Info: cpvega@uci.edu | 949.378.2088 Overview The Program in Medical Education for the Latino Community (PRIME-LC) trains and supports Latino, bilingual medical students at the University of California, Irvine (UCI) to develop culturally competent physicians equipped to work with, address, and advocate for the healthcare needs of Latino communities. PRIME-LC’s goal is to improve the health care of individual Latino patients by providing the Latino community with culturally sensitive, Spanish-speaking physicians who are well aware of medical, economic and social conditions prevalent within the Latino community. Program Description Established in 2004, PRIME-LC was designed to meet the need for more culturally and linguistically fluent physicians to care for Latino communities in California and the United States. PRIME-LC is a five-year MD/Master’s program for admitted students at the UCI School of Medicine. Students must apply separately to this program once they have received admission to the School of Medicine. Program participants demonstrate a deep-rooted commitment to impoverished Latino communities and have language skills allowing them to communicate effectively in Spanish. Students complete additional instruction during their first 3 years of medical school focusing on Latino history, culture, and healthcare taught by UCI’s Department of Chicano and Latino Studies, helping train students as advocates for the Latino community. During their fourth year of training, students complete an all paid, one-month capstone clinical rotation in Peru. PRIME-LC students also receive preferential placement in hospitals and clinics with a higher proportion of Spanish-speaking patients. All students are provided a scholarship that nearly erases the cost of a one-year master’s program. Outcome Increased Latino physicians: Nearly 70% of PRIME-LC students identify as Latino. Nationally, only 6% of all medical students are Latino. In California, only 9% of all medical students are Latino. Increased service to Latino communities: 68% of program graduates work in community clinics, public hospitals, or academic centers which see a large share of patients from impoverished Latino communities. Return To Growing What Works Database Related Programs in California Filter by Issue Area Academic Program Bachelor of Architecture Academic Program Biology Undergraduate Scholars Program (BUSP) Academic Program Institute for Behavioral and Community Health Studies (IBACH) Academic Program Master of Science in Higher Education (MSHE) Academic Program Math Jam – Cañada College Academic Program Math Jam – Pasadena City College Academic Program Mathematics, Engineering, and Science Achievement Program (MESA) Academic Program NASA Community College Aerospace Scholars (NCAS) Academic Program Show More

Student Experience Internship’s mission is to increase student retention and support timely graduation. < Back Student Experience Internship Institution: The University of Texas Rio Grande Valley State: Texas Academic Level: Baccalaureate Issue Area: Retention Program Focus: Website: https://www.utrgv.edu/careercenter/sei-program/sei-departments/index.htm Key Personnel: Jack Kaufold Contact Info: jack.kaufold@utrgv.edu Overview Student Experience Internship’s mission to increase student retention and timely graduation has created meaningful work opportunities for students that facilitate learning and professional development, leadership skills, student-faculty engagement, and rigorous academic expectations driving students to maintain momentum toward timely degree completion. Program Description Initiated in Fall 2005, the Student Experience Internship (SEI) is part of a retention and timely graduation strategy that recognizes the compelling need of students to work while attending college. SEI was designed to integrate students into the campus environment and to help control the variables that could hinder academic progress due to off-campus work obligations. Through a rigorous, incentive-based model requiring accountability for academic performance, which includes enrolling for at least 15 semester credit hours and maintaining a minimum 2.75 GPA. The SEI provides on-campus paid internship opportunities in a student’s program of study above and beyond traditional work-study. The SEI adds value to a student’s educational experience and places them in positions where they can grow as professionals and gain early exposure to a career or research in a field of interest. That success was recognized by the Texas Higher Education Coordinating Board Star Award in December 2008. Further, the University of Texas Rio Grande Valley taking the lessons learned from the program and implementing them into a campus-wide initiative, turning all part-time positions into internships for students. Outcome Latinos represent 93% of the University of Texas Rio Grande Valley students. SEI has had a measurable impact on Latino student success. From fall 2005 to fall 2012, a total of 456 SEI students (out of 741) completed a bachelor’s degree. The average time to graduation has been reduced from 5.71 average years for the 2005-2006 cohorts to an average of 4.16 years for the 2011-2012 cohorts. Of the 231 FY’ 11-12 participants, 59 students completed a bachelor’s degree, 160 were retained, 10 transferred to other universities, and 2 did not return. This outcome resulted in 94.8% of the students either graduating or being retained and demonstrates an overall persistence rate of 98%. The 59 graduates had an overall GPA of 3.34; averaged 4.16 years to complete their bachelor’s degree; had an average four-years (or less) graduation rate of 53% vs. the 17.51% institutional average, and had an average six-year (or less) graduation rate of 95% vs. the 42.7% institutional average. SEI has evolved from an initial Fall 2005 cohort of 75 students and an institutional investment worth $300,000 to a cohort of 200 students for Fall 2012 and a budget of $925,313. Return To Growing What Works Database Related Programs in Texas Filter by Issue Area Retention Academic Achievers Program (AAP) Retention Computing Alliance of Hispanic-Serving Institutions (CAHSI) Retention Guided Pathways Advising Through Coaching – Austin Community College Retention KEY Center Retention Mi Casa Es Su Casa Retention Project Mentoring to Achieve Latino Educational Success (MALES) Retention Sam Houston Establishing Leadership In and Through Education (SH ELITE) Retention Scholars Academy Retention Show More

Project MALES advances equitable educational outcomes for students of color at the local, state, and national level. < Back Project Mentoring to Achieve Latino Educational Success (MALES) Institution: The University of Texas at Austin State: Texas Academic Level: Baccalaureate Issue Area: Retention Program Focus: Male/Latinos, Mentoring Website: https://projectmales.education.utexas.edu/ Key Personnel: Emmet Campos Contact Info: ecampos@austin.utexas.edu | 512.471.1781 Overview Project Mentoring to Achieve Latino Educational Success (MALES) mission advances equitable educational outcomes for students of color at the local, state, and national level. They do this in part by implementing an effective mentoring program with a focus on Latino students through a dynamic inter-generational near-peer mentoring approach. Project MALES outcomes are tied to graduation rates, leadership development, and community engagement to enhance the academic success of undergraduate mentors of color at the University of Texas (UT) Austin, a predominantly white institution. Program Description Project MALES is a research and evidence-based mentoring initiative that focuses on addressing challenges Latino males in K-12 and higher education through a cultural assets-based approach. The program serves 18 middle and high schools in two local school districts to provide mentorship to over 250 boys of color. The program staff consists of five graduate students, 65 undergraduate mentors, and three full-time staff of predominantly identifying as first-generation and Latino background. All programming is tied to Latino experiences, using Critical Race Theory and Latino and Latina Critical Theory approach, spring and fall training retreats, platicas, and IMPACT class. Project MALES training retreats are set at the beginning of the semester to educates mentors on high impact practices, critical mentoring curriculum, restorative practices, and fostering a Latino informed learning community. Platicas highlight faculty, community leaders, and other advocates to dialogue with undergraduate mentors, and serve to inspire and motivate students in their academic and personal development. The IMPACT class supports student engagement and academic achievement through experiential learning opportunities and introduces students to graduate-level coursework on Latino educational research literature. Outcome Increased graduation rate: The 6-year graduation rate for Latinx students who enrolled at the University of Texas at Austin in Fall 2011 is 75%. For the 2012 cohort of Latino males, it was 71%. Since the founding of the Project MALES Mentoring Program, 203 undergraduate mentors have participated in the program, with 178 identified as Latinx. Of all student participants, 90% of students have graduated or are on track to graduate. High retention of mentors: For the 2018-2019 cohort of 64 students, seven mentors graduated and 57 undergraduate mentors successfully completed the year. All students have committed to returning for the 2019- 2020 academic year resulting in a 100% completion and retention rate. Increased graduate degree completion, including PhDs: In the 2018-19 cohort, the program had five graduate assistants, three graduated with their master’s degree in Education. Since inception, 14 mentors have enrolled in and completed a PhD. Return To Growing What Works Database Related Programs in Texas Filter by Issue Area Retention Academic Achievers Program (AAP) Retention Computing Alliance of Hispanic-Serving Institutions (CAHSI) Retention Guided Pathways Advising Through Coaching – Austin Community College Retention KEY Center Retention Mi Casa Es Su Casa Retention Project Mentoring to Achieve Latino Educational Success (MALES) Retention Sam Houston Establishing Leadership In and Through Education (SH ELITE) Retention Scholars Academy Retention Show More

HMDP was founded to increase the number of minority, first-generation, and low-income students that enter higher education. < Back Hispanic Mother-Daughter Program (HMDP) Institution: Arizona State University State: Arizona Academic Level: Baccalaureate Issue Area: Access Program Focus: Females/Latinas, Parental/Family Engagement Website: https://eoss.asu.edu/hmdp Key Personnel: Alex Perilla Contact Info: aperilla@au.edu | 480.459.1387 Overview The Hispanic Mother-Daughter Program (HMDP) was founded to increase the number of minority, first-generation, and low-income students that enter higher education. Since its inception, it has expanded from a one-year to a five-year program that recently began accepting male students and fathers. HMDP has served 2,285 parent-student teams for a total of 4,570 participants. Program Description HMDP goals are to increase retention in the five-year program, high school graduation rates, academically prepared students, post-secondary enrollment, and post-secondary attainment. Partnerships with K-12 school districts help decrease program attrition rates and allows for in-school case management style mentorship by program staff. HMDP serves families from over six school districts and has specific agreements with two districts. The program structure incorporates mentoring, parent involvement, and early outreach. The program begins in the eighth grade and aims to increase participant cultural and social capital to promote college readiness and success. Cohorts attend workshops at the Arizona State University (ASU) Tempe campus in addition to student one-to-one mentoring sessions that focus on college readiness and career exploration. Outcome Of program participants, 76% are on free/reduced lunch, 98% identify as Hispanic, 93% of parent participants have an education level of a high school diploma/GED or less, and most students are from the Mesa Public Schools and Phoenix Union School Districts. As of 2020, HMDP retained 58% of the eighth-grade cohort to their 12-grade year. 100% of HMDP's 12th graders graduate high school in four years, compared to the overall four-year Arizona high school graduation rate of 80% and 74.5% for Hispanic students. (2017 Data) 83% of HMDP graduates attend an institution of higher education directly after graduation. 56% of ASU HMDP students will graduate in four-years or less, 68% will graduate in six years. Return To Growing What Works Database Related Programs in Arizona Filter by Issue Area Access Achieving a College Education (ACE) Program- Maricopa Community College District Access Hispanic Mother-Daughter Program (HMDP) Access Joaquin Bustoz Math - Science Honors Program Access Mathematical and Theoretical Biology Institute (MTBI) Access

Career Pathways: Empowering Students to Succeed aims to build pathways to success for Immokalee youth, primarily Hispanic. < Back Career Pathways: Empowering Students to Succeed Institution: The Immokalee Foundation, Inc. State: Florida Academic Level: Community-Based Organization Issue Area: Access Program Focus: Career/Workforce, Scholarship Website: https://immokaleefoundation.org/ Key Personnel: Noemi Y. Perez Contact Info: noemi.perez@immokaleefoundation.org | 239.430.9122 Overview Career Pathways: Empowering Students to Succeed aims to build pathways to success for Immokalee youth, primarily Hispanic, by providing tools, opportunities, support, and encouragement. Empowering over a thousand youth annually, The Immokalee Foundation (TIF) offers transformative learning experiences and comprehensive support, including Florida-specific prepaid college scholarships awarded upon high school graduation. Their evidence-based commitment begins with early reading programs, career introductions in middle school, and career planning in high school. Students receive vital tools, including mentors, tutors, and scholarships. TIF tracks real-time outcome indicators, documenting internships, credentials, literacy gains, job placements, and starting salaries to ensure student success. Program Description Immokalee, Florida faces intergenerational poverty, with 72.7% of the population being Hispanic. Many residents, primarily migrant farmworkers, have less than a ninth-grade education. In 2004, TIF undertook a major program expansion: preparing their hard-working middle and high school students for college and providing college scholarships to enable most of them to graduate with a bachelor's degree. TIF ensures success by providing long-term support, which is frequently over ten years. Low-income, first-generation students face many obstacles, and Career Pathways provides the tools to help students overcome them and achieve their dreams. In 2019, TIF developed an innovative career education model that prepares students for high-demand professional careers through collaboration with public schools, industry professionals, and higher education institutions. Every student is equipped with the academic, career-focused wrap-around skills, hands-on experience, and credentials that lead to a professional career. Career Pathways empowers students to discover and pursue the best postsecondary career path and support them during their postsecondary journey with mentors, advocates, and academic support to succeed. Outcome The program has shown a significant impact on Latino students' success rates due to the comprehensive support and resources provided. Career Pathways served 84% Latino students this past year. Post High School Graduation Plan : 100% of Latino students graduate from high school and enter a college program, get a job in their career field of choice, or enter the military. Career Action Plans : 100% of Latino 8th-grade students work with career counselors to develop a career action plan outlining their career pathway for high school and beyond. Industry Certifications and Internships : 100% of Latino high school students receive industry certification(s) and internships to bolster their resume and marketability. College Degree Attainment and Employment : TIF college graduates surpass the national average with 93% earning college degrees, and 89% working in their field of study. Return To Growing What Works Database Related Programs in Florida Filter by Issue Area Access Career Pathways: Empowering Students to Succeed Access

The mission of EOE is to promote excellence in the areas of academics, leadership, professionalism, and community support. < Back Equal Opportunity in Engineering Program (EOE) Institution: The University of Texas at Austin State: Texas Academic Level: Baccalaureate Issue Area: Access Program Focus: STEM Website: https://cockrell.utexas.edu/engineering-student-success-center Key Personnel: Enrique Dominguez Contact Info: enrique.dominguez@austin.utexas.edu | 512.471.5953 Overview The mission of the Equal Opportunity in Engineering Program (EOE) is to promote excellence in the areas of academics, leadership, professionalism, and community support. They aim to develop pre-college and college students on their academic journey and build a support network for advancement through opportunities that encourage engineering students to interact with their peers, faculty, alumni, and corporate representatives. Program Description The EOE was established in 1970 to promote the recruitment and academic development of African American, Hispanic, and Native American students interested in pursuing careers in engineering. Since then, the EOE has expanded its goals to increase the diversity of its student body by supporting those who come from historically underrepresented population groups in Texas or those who have backgrounds that will contribute to the overall diversity of the Cockrell School of Engineering. The EOE invites students to become part of a new community that focuses on academic success and personal growth. Two initiatives include the First-Year Interest Groups and Engineering Peer Leaders. Students have access to tutoring, research opportunities, and professional development workshops. Further, in partnership with three minority organizations, the EOE program builds a network that makes it easy to meet other students, form study groups, and develop friendships that last well after graduation. Outcome Since the 1970s, the EOE Program has helped to increase the Hispanic population within the Cockrell School of Engineering from 23 to currently over 950 undergraduate students. The EOE recruitment and outreach efforts have helped to increase the Hispanic “First Time in College” total to over 224 (18%) of the entering engineering class. EOE’s academic initiatives contribute to an 81% first-year, 69% second-year and 59% third-year retention rate. Since 2003, EOE has assisted in graduating Hispanic engineers at a 31% 4-year, 60% five-year and 68% six-year graduation rate. EOE’s leadership efforts have aided the Society of Hispanic Professional Engineers student organization to increase Hispanic engineering involvement to over 200 members. The EOE Program has helped to serve over 24,000 young Hispanic engineers. Return To Growing What Works Database Related Programs in Texas Filter by Issue Area Access Access College and Excel (ACE) Program Access Believe & Achieve Program Access College Possible Texas Access Con Mi MADRE Access Dual Credit and Early College High School Access Eagle Promise Program Access Early College High Schools Program Access Entering Student Experience Access Show More

The goal of the Concurrent Enrollment Program is to work with individual faculty to transform the department and the practices used by faculty. < Back Concurrent Enrollment Program Institution: Community College of Aurora State: Colorado Academic Level: Associate Issue Area: Academic Program Program Focus: Dual Degree/Dual Credit/Early College High School, Faculty Training Website: https://www.ccaurora.edu/students/concurrent-enrollment-program Key Personnel: James Gray Contact Info: james.gray@ccaurora.edu | 303.340.7519 Overview The goal of the Equity Mentoring Program is to work with individual faculty to transform the department and the practices used by faculty. By using the Equity Scorecard, they found faculty whose classes performed well and used them to help others learn from their practices. The goal of the Concurrent Enrollment Program is to get students into the kinds of math classes that will lead to high-demand and high-paying careers in STEM fields. An example of their strategy is to get students into College Algebra by modifying a high school Algebra II course, which already covers 75% of the content. Completing this course and Trigonometry successfully allows students to enter the calculus sequence, a gateway to STEM fields. Program Description The Equity Mentoring Program was developed in the Math Department as a result of the Equity in Excellence Project, which brought the Equity Scorecard from USC’s Center for Urban Education (CUE) to Community College of Aurora (CCA). The scorecard uses inquiry as a strategy to identify and change the practices and beliefs of institutions that lead to inequitable outcomes for students in terms of race/ethnicity. They took the Equity Scorecard a step further by applying it to individual faculty. In addition to course success rates being disaggregated by race/ethnicity, individual faculty members have their success rates disaggregated to identify inequitable outcomes and set goals for improvement. The Concurrent Enrollment Program provides college credit for high school students in their own school, a program resulting from state legislation in 2010. Since then, the Math Dept. has gone from 22 enrollments in two high schools to more than 1,100 enrollments in eleven, many of whom have a high proportion of Hispanic students. Outcome During the Equity Scorecard, faculty success rates were consistently low that removing a single individual from the data could result in a 4% increase in overall success rates. This called into question why students bear the brunt of labels such as “at-risk” as opposed to faculty. Of the 11 faculty with below-average success rates, eight experienced overall increases. A Calculus teacher, with a history of low performing Hispanic students, went from an overall success rate of 58% over a 7-year period to a success rate of 77%, and his Hispanic success rate went from 58% to 81%. The two lowest levels of developmental math were redesigned so students could take a college-level math course after one semester, leading to an increase from 24% to 45% of reaching college-level. In 2016, the Concurrent Enrollment Program over the last three years saw an increase in Hispanic students among those enrolled in math while in high school; 28% of College Algebra and 39% of Calculus students. Moreover, these students are passing at a very high rate. Return To Growing What Works Database Related Programs in Colorado Filter by Issue Area Academic Program Colorado Diversity Initiative Academic Program Concurrent Enrollment Program Academic Program Higher Education Administration and Leadership (HEAL) Academic Program

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