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

College Possible Texas (formerly College Forward) coaches underserved, motivated students to achieve the benefits of higher education and a college degree. < Back College Possible Texas Institution: College Possible Texas State: Texas Academic Level: Community-Based Organization Issue Area: Access Program Focus: Community Partnerships/Collective Impact, Mentoring Website: https://collegepossible.org/ Key Personnel: Iram Leon Contact Info: texasinfo@collegepossible.org Overview Founded in 2003, College Possible Texas (formerly College Forward) coaches underserved, motivated students to achieve the benefits of higher education and a college degree. It leads by building and sharing the most effective, most efficient, and most exciting college access and completion programs in the country. College Forward’s award-winning programs have increased postsecondary outcomes for over 15,700 students. Program Description Founded in 2003 as a college access program, College Possible Texas (formerly College Forward) matured along with its first class of 30 Hispanic students in Austin, Texas’ Hays High School adding completion services in 2005. In recent years, they have implemented three programs: Success Partnerships: They collaborate directly with colleges to enhance student success with campus-based student mentoring services CoPilot: A database was created to meet internal program management needs, CoPilot has allowed College Possible Texas (and over 40 partner organizations across the nation to date) to identify and harness student information in ways that inform their ability to be highly responsive to student needs Policy Work: College Possible Texas is engaging in state and federal advocacy to bring the perspective of underserved students to lawmakers who govern college access and success. Outcome Since its inception, College Possible Texas Hispanic students significantly outperform state benchmarks: 99% of Hispanic students apply to and are accepted to higher education, 82% submit FAFSA applications compared to 47% statewide. 90% of Hispanic students matriculate in college, compared to 44.7% statewide. 85% of Hispanic students persist from their first to the second semester in college, three percentage points higher than the program average, and 53% complete postsecondary education, more than four times the rate for Hispanic students in Texas. 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 Program (ESP) Access Show More

Compact for Success guarantees students admission to SDSU through meeting the Compact for Success admissions requirements. < Back Compact for Success Institution: San Diego State University State: California Academic Level: Baccalaureate Issue Area: Access Program Focus: Community Partnerships/Collective Impact, Pathway/Pipeline Website: https://sacd.sdsu.edu/eop/programs/compact-for-success Key Personnel: Mary Taylor Contact Info: mftaylor@sdsu.edu | 619.594.3685 Overview Established in 2000, Compact for Success is an agreement between San Diego State University (SDSU) and the Sweetwater Union High School District (SUHSD) that guarantees students admission to SDSU through meeting the Compact for Success admissions requirements. In effect, the Compact for Success Program focused on five benchmarks; maintain a GPA (3.1-3.4 depending on graduating class) through their senior year, complete all a-g course requirements, and satisfying Compact Readiness criteria. Program Description The underlying premise of Compact for Success is to show students the path to attend a college or university and to provide the support necessary to assure success at SDSU. The program involves the teachers of SUHSD to work with the faculty at SDSU to examine the rigor and alignment of math and English course offerings, as well as design a school curriculum that would be directly related to the a-g requirements for college admissions. The Compact for Success department collaborates with school and district personnel to provide outreach and education to students and parents in the district through mentoring, workshops, assemblies, and campus visits. Lastly, the Compact for Success employs work-study students (College Outreach Assistants) who serve as mentors and role models to middle and high school students in the SUHSD. Outcome Increase in enrollment: The percentage of entering Compact Scholars enrolled at SDSU has increased from 4% in 2006 to 14% in 2018 . Increase in A-G eligible students: The overall percentage of high school graduates who are A-G eligible rose from 39.2% in 2006 to 58.7% in 2017 . A-G requirement are a sequence of high school courses students must complete with a C or better to be eligible for the University of California (UC) and California State University (CSU) admission. Guaranteed admission to SDSU: Since the first class was admitted to SDSU in 2006, more than 6,000 students have been awarded the guaranteed admission to SDSU. Full-circle moment: The current Compact for Success Outreach Coordinator is a member of the first class of Compact Scholars from 2006. Return To Growing What Works Database Related Programs in California Filter by Issue Area Access CSUN Bridge to the Future (B2F) Scholars Program Access Cal-Bridge Program Access Center for Educational Partnerships (CEP) Access College Match Access College Success Program Access Compact for Success Access Encuentros Leadership Preparatory Academy Access Kid City Hope Place Access Show More

The Cal-Bridge Program creates opportunities for traditionally underrepresented groups to increase their numbers in PhD programs in physics and astronomy. < Back Cal-Bridge Program Institution: University of California, Irvine State: California Academic Level: Graduate Issue Area: Access Program Focus: Mentoring, Scholarship Website: https://calbridge.org/ Key Personnel: Alexander Rudolph Contact Info: alexander.rudolph@uci.edu | 909.717.1851 Overview The Cal-Bridge Program has the mission of creating opportunities for traditionally underrepresented groups to increase their numbers in PhD programs in physics and astronomy. While underrepresented minority students constitute more than 30% of the U.S. population, they shockingly account for less than 4% of physics and astronomy PhDs awarded in the U.S. and only 3% of faculty members. Thus, students from these underrepresented groups interested in pursuing a degree in these fields do not see themselves represented in the faculty who teach them. The Cal-Bridge program addresses this shortage of underrepresented minority students receiving PhDs via a California State University (CSU) and University of California (UC) partnership. Latinos comprise approximately 40% of the enrollment in the CSU system and make-up 60% of Cal-Bridge scholars. Program Description Founded in 2014, the Cal-Bridge program is a partnership between the 9 UC and 16 CSU campuses, with over 160 physics and astronomy faculty members. Cal-Bridge scholars are recruited with the help of local faculty and/or staff liaisons at each campus. Community college students have the opportunity to transfer to a participating CSU to join the program. Once selected, Cal-Bridge Scholars benefit from four main pillars of support: Financial support. Scholars receive up to $10,000/year in financial aid based on demonstrated need. In exchange for receiving this aid, scholars agree to decrease their work hours to less than 10 hours/week. Excessive work hours has been identified as a barrier for CSU students to maintain the GPA needed to get into a PhD program. Intensive, joint mentoring by CSU and UC faculty. Scholars meet with their two mentors at least twice a month during the last two years of college. Professional development workshops designed to help scholars prepare to apply to graduate school. Access to a wide variety of summer research opportunities, including at the participating UC campuses. Outcome Increase in Latinos pursuing careers in physics and astronomy: The 2018-2019 cohort serves 25 scholars from 10 different California State University campuses. Since its inception, the program has served 59 students, of which 58% are Latino. Increase in Latinos attending top physics and astronomy PhD programs: In the past five years, 88% (54 of 61) of scholars are or will be attending a Ph.D. (38), MS (15), or the APS Bridge program (1). Return To Growing What Works Database Related Programs in California Filter by Issue Area Access CSUN Bridge to the Future (B2F) Scholars Program Access Cal-Bridge Program Access Center for Educational Partnerships (CEP) Access College Match Access College Success Program Access Compact for Success Access Encuentros Leadership Preparatory Academy Access Kid City Hope Place Access Show More

B2F builds a community-college-career pipeline that promotes academic success through mentoring, relationship building, and community engagement. < Back Bridge to the Future (B2F) Scholars Program Institution: California State University, Northridge State: California Academic Level: Baccalaureate Issue Area: Access Program Focus: First Year Support, Mentoring Website: http://csun.edu/bridge-to-the-future Key Personnel: David Boyns Contact Info: david.boyns@csun.edu | 818.677.3505 Overview The mission of Bridge to the Future (B2F) is to build a community-college-career pipeline that promotes academic success through mentoring, relationship building, and community engagement. The goal of B2F is to close the gap in educational access for youth in the community of Canoga Park, California, a community where half of the members identify as Latino/a and has a large first-generation immigrant population. Each year, B2F provides a tuition-free, 4-year California State University, Northridge (CSUN) education to 25 students. Program Description Initial needs assessments indicated that Canoga Park High School had lower than expected rates of 4-year college enrollment, especially at CSUN, which is six miles from the school. The program was developed to create sustainable relationships with the high school, improve college attendance and success, while building capacity in the local region. B2F Scholars are provided with the support needed for 4-year degree completion and are expected to contribute 20 hours of community service each semester. B2F Scholars have their own space on campus with access to program-sponsored mentoring, tutoring, and leadership development activities. Bilingual tutoring and mentoring are available and programming is developed in conversation with Scholars, focusing on community projects grounded in their community and that resonate with cultural history. Outcome The B2F program currently serves 114 Scholars across six cohorts. B2F Scholars are 83% first-generation college students, 80% Latino/a, and 68% female identifying. Among the six cohorts of B2F Scholars from 2017-present: Latino students have been retained at a rate of 96% at CSUN (96% for the overall program) compared to 82% for the institution. They have collectively achieved 3.27 GPA higher than the 3.23 for the overall program. B2F Scholars have collectively completed over 14,500 community service hours (14,000 hours completed by Latino students). The first class graduated with a 72% 4-year graduation rate and 100% will graduate within 6 years. The second class of B2F Scholars graduated with a 46% 4-year graduation rate, and a 95% 5-year graduation rate. The program will graduate its third class in May 2023. Return To Growing What Works Database Related Programs in California Filter by Issue Area Access Bridge to the Future (B2F) Scholars Program Access Cal-Bridge Program Access Center for Educational Partnerships (CEP) Access College Match Access College Success Program Access Compact for Success Access Encuentros Leadership Preparatory Academy Access Kid City Hope Place Access Show More

The EOF program at County College of Morris provides a gateway to higher education for students who need academic and financial support. < Back Educational Opportunity Fund (EOF) Program Institution: County College of Morris State: New Jersey Academic Level: Associate Issue Area: Transfer Program Focus: First Year Support Website: https://www.ccm.edu/student-support/educational-opportunity-fund-eof/ Key Personnel: Pamela Marcenaro Contact Info: jpmarcenaro@ccm.edu Overview The Educational Opportunity Fund at County College of Morris provides a gateway to higher education for students who need academic and financial support. EOF is committed to transform incoming students into scholars. Goals: Encourage students to continue their post-secondary education and/or to become successful professionals in a diverse society. Consistently accomplish high retention and transfer rates. Strive towards timely graduation rates (within 3 years) of students served. Program Description Through the years, EOF at CCM has grown into a comprehensive holistic support system that provides bi-lingual first- generation/low income predominantly Latino college students with customized holistic academic support that fosters persistence to graduation, academic achievement, and personal and leadership development. Today, services include recruitment, summer bridge/college readiness program, parent orientations, individual academic/social counseling, pre-advisement, academic planning, transfer assistance, workshops, professional mentorship, online academic support, and a scholarship. The program meets students where they are, regardless of their background, academic aptitude, social challenges, and/or needs, customizes the support for students individually, helping them fulfill their academic and professional goals. Outcome For the 2018 cohort, the overall program graduation rate was 38%, compared to the institutional graduation rate of 32%. Below is a breakdown of Latino participant data. The EOF Latino graduation rate was 52%, compared to the institutional graduation rate of 27%. EOF has exceeded even the college's own retention rates, boasting an EOF Latino (FTFT) retention rate of 76% in AY 2019-20 compared to 71% for the institution’s overall rate. Return To Growing What Works Database Related Programs in New Jersey Filter by Issue Area Transfer Educational Opportunity Fund (EOF) Program Transfer

ACE motivates underrepresented students to complete high school and continue on to complete a college degree. < Back Achieving a College Education (ACE) Program- Maricopa Community College District Institution: Maricopa Community College District State: Arizona Academic Level: Associate Issue Area: Access Program Focus: Dual Degree/Dual Credit/Early College High School, Summer Bridge Website: https://www.southmountaincc.edu/become-student/early-college/ace Key Personnel: Stella Torres Contact Info: X Overview The Maricopa Achieving a College Education(ACE) Program is nationally recognized for its proven success in motivating underrepresented students to complete high school and continue on to complete a college degree. ACE's three goals are 1) to increase the number of students graduating from high school, 2) to increase the number of students continuing on to college, and 3) to increase the number of students earning a college level degree or certificate. Program Description For over 30 years, the ACE Program has been a collaboration between area universities, high schools, "at risk" students, and parents. The Ford Foundation sponsored a study in 1999, and found that nine essential elements make the ACE program a success with students and parents: 1) the creation of student cohort groups, 2) a focus on at-risk students, 3) high academic standards, 4) a non-threatening environment, 5) continuous contact with students, 6) family involvement, 7) strong collaboration between institutions, 8) long overlap of transition points, and 9) scholarships and financial aid information. The ACE cycle takes two years and integrates the nine essential elements. Students take college classes during the fall, spring and summer semesters, at a Maricopa Community College and Rio Salado ACE which has an on-line format. During the two years, students may earn up to 24 college credits. Additionally, students and their families participate in an orientation and a series of ongoing activities and events, such as financial aid and career workshops, designed to keep them informed and connected throughout the two years. Outcome Increasing high school graduation: In 2014, graduation rates were 90%, in 2015-2017 92%, and in 2018, it was 94%. Average GPA of students: In 2018, ACE student’s high school GPA was 3.43 and their college GPA was 3.08. 2017 impact: Of 769 students, 45% continued into a community college, 8% continued from community college to a four year, and 24% of students continued straight to a four year culminating in 78% of ACE completers continuing onto college post program completion. College going impact: As of 2020, over the past five cohorts, 62% of students completing the ACE program have continued into the Maricopa Community Colleges. Overall impact: 5,259 ACE alumni have earned one or more postsecondary certificates or degrees leading to a total of 10,273 degrees among graduates. This includes, 496 certificates, 1,621 Associate’s degrees, 2,802 Bachelor’s degrees, 302 Master’s degrees, 25 Professional degrees and 13 Doctoral degrees. 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

ASAP was launched in 2007 to improve the low graduation rates of City University of New York’s (CUNY) Community Colleges. < Back Accelerated Study in Associate Programs (ASAP) - Bronx Community College Institution: CUNY Bronx Community College State: New York Academic Level: Associate Issue Area: Retention Program Focus: Pathway/Pipeline Website: http://www.bcc.cuny.edu/academics/college-success-programs/accelerated-study-in-associate-programs/ Key Personnel: Javier Legasa Contact Info: francisco.legasa@bcc.cuny.edu | 718.289.5166 Overview The Accelerated Study in Associate Programs (ASAP) was launched in 2007 to improve the low graduation rates of City University of New York’s (CUNY) Community Colleges. Their mission is to graduate at least 50% of its students within three years. To realize its mission ASAP provides students with a battery of comprehensive services delivered with a clear degree completion strategy and guided by three principles: maintaining academic momentum, achieving a successful student integration in the institution, and removing institutional difficulties by building “guided pathways.” Program Description ASAP provides wraparound services to students at six CUNY community colleges. About 90% of ASAP students receive full financial aid and 85% enter the program with at least one developmental education need. The ASAP theory of action includes removing financial barriers for students who enroll full time, providing structured degree pathways, comprehensive support services, establishing clear expectations for students, building community through early engagement, a cohort model, and block scheduling. Outcome ASAP students are retained semester to semester at a 93% rate, compared to 84% in the control group. ASAP students two year retains its students at a 23% rate, compared to 7% in the control group. ASAP students enroll in bachelor's programs at a 59% rate, compared to 50% in the control group. ASAP students earn a bachelor's degree withing six years at a 27% rate, compared to 8% in the control group. ASAP at BCC is serving almost 2,000 students. By 2018-19 BCC ASAP is expected to grow to serve 5,000 students, or 50% of the college’s population. Return To Growing What Works Database Related Programs in New York Filter by Issue Area Retention Accelerate, Complete, Engage Program (ACE) at John Jay College Retention Accelerated Study in Associate Programs (ASAP) - Bronx Community College Retention Diversity Programs in Engineering (DPE) Retention First-Gen Forward (FGF) Retention Personalized Achievement Contract (PACT) Program Retention Program for Research Initiatives in Science & Math (PRISM) Retention

ACE is a comprehensive academic support program designed to help students complete their academic journey towards a bachelor’s degree on time. < Back Accelerate, Complete, Engage Program (ACE) at John Jay College Institution: City University of New York, John Jay College of Criminal Justice State: New York Academic Level: Baccalaureate Issue Area: Retention Program Focus: First Year Support, Scholarship Website: https://www.jjay.cuny.edu/academics/undergraduate-programs/academic-success-programs/accelerate-complete-engage Key Personnel: DeLandra Hunter Contact Info: dhunter@jjay.cuny.edu | 212.887.6136 Overview The Accelerate, Complete, Engage Program (ACE) is a comprehensive academic support program designed to help students complete their academic journey towards a bachelor’s degree on time. ACE provides intensive academic advising, career development, tuition scholarships, textbooks, and transportation assistance. The college’s mission is “educating for justice” and one of the ways it lives up to this ideal is by providing Latino students opportunities to obtain undergraduate degrees with the support of John Jay ACE. Program Description To date, ACE has expanded to serve seven cohorts of students and has expanded to six campuses across the university. ACE students receive financial resources that remove barriers to full-time college study. Some of the resources include eliminating any gap between need-based financial aid and tuition and fees, monthly unlimited NYC Transit Metrocards, and textbook assistance. Students are assigned an ACE academic advisor for academic, social, and interpersonal support from entry through graduation. Outcome Across three cohorts (Fall 2015, Fall 2017, and Fall 2018), two things are evident. First, ACE consistently lifts up graduation rates for both Latino and non-Latino students suggesting the program is effective for all students regardless of ethnicity. Secondly, the comparison groups have disparities in the four-year graduation rates between Latino and non-Latino students, but there is no disparity by ethnicity seen in the four-year graduation rate, suggesting that ACE is effective in supporting Latino students holistically. Information about ACE’s four-year graduation rates include: Fall 2018 cohort (ACE N=285, Comparison Group N=285): ACE: Latino 57%, Non-Latino 55%, All 56%. Comparison Group: Latino 42%, Non-Latino 47%, All 45%. Fall 2017 cohort (ACE N=357, Comparison Group N=354): ACE: Latino 59%, Non-Latino 61%, All 60%. Comparison Group: Latino 38%, Non-Latino 44%, All 41%. Fall 2015 cohort (ACE N=262, Comparison Group N=261): ACE: Latino 54%, Non-Latino 62%, All 58%. Comparison Group: Latino 38%, Non-Latino 45%, All 42%. Return To Growing What Works Database Related Programs in New York Filter by Issue Area Retention Accelerate, Complete, Engage Program (ACE) at John Jay College Retention Accelerated Study in Associate Programs (ASAP) - Bronx Community College Retention Diversity Programs in Engineering (DPE) Retention First-Gen Forward (FGF) Retention Personalized Achievement Contract (PACT) Program Retention Program for Research Initiatives in Science & Math (PRISM) Retention

ATE prepares Latino/Hispanic pre-service and in-service educators to teach diverse student populations. < Back Academy for Teacher Excellence (ATE) Institution: The University of Texas at San Antonio State: Texas Academic Level: Baccalaureate Issue Area: Academic Program Program Focus: Career/Workforce, Development of Teachers Website: https://education.utsa.edu/centers/ate/ Key Personnel: Lorena Claeys Contact Info: lorena.claeys@utsa.edu | 210.458.6170 Overview The Academy for Teacher Excellence (ATE) prepares Latino/Hispanic pre-service and in-service educators to teach diverse student populations. The Academy seeks to increase the number of culturally and linguistically diverse students who enroll and graduate with bachelors’ and advanced degrees in education. Program Description Established in 2003, ATE works collaboratively with area school districts, community colleges, the private sector, and the University of Texas at San Antonio to serve as a center for educational research, design, evaluation, program implementation, and collaboration. Grounding its work in the “Culturally Effacious Teacher” model, ATE prepares and retains teachers to demonstrate the attitudes, knowledge, and skills of a Culturally Efficacious Teacher. ATE’s Teacher Academy Learning Community (TALC) helps prepare pre-service Hispanic/Latino, and low-income diverse undergraduate students to complete their teaching certification and degree program by addressing the academic, emotional, and psychosocial challenges a university experience may bring. For in-service teachers, ATE provides teacher support including year-round professional development, the eCommunity of Practice (eCofP)––an online community of educators that overcomes the limitations found in single mentoring systems, career transition guidance, and the Teacher Quality grant program. Outcome Since 2005, ATE's Accelerated Teacher Education Program (ATEP) mathematics, science and special education teachers have served over 100,000 Latino students in the San Antonio area. ATE has served 1,852 undergraduate students seeking teaching certification and 59% of those served have been Latino. ATE has enrolled over 200 students in its Accelerated Teacher Education Program (ATEP), a graduate-level teacher preparation program. In addition to becoming teachers at high-need schools (those with over 90% Latino students), over 80% of participants have taught for at least 5 years. As of 2012, 82 ATEP teachers have earned an M.A. Ed. and 43 would be completing the M.A. Ed. within 18 months. Return To Growing What Works Database Related Programs in Texas Filter by Issue Area Academic Program Academy for Teacher Excellence (ATE) Academic Program Ascender Program Academic Program Bachelor of Applied Science in Organizational Leadership (BASOL) Academic Program Brownsville Early College High School (BECHS) Academic Program Certificate of Biliteracy Academic Program Clinical Laboratory Science Program Academic Program Cooperative Doctoral Program in Pharmacy (CDPP) Academic Program Department of Mathematics Academic Program Show More

Excelencia’s community understands and addresses contemporary higher education issues uses a Latino lens. Read the latest perspectives on policies and practices impacting Latino student success from across the Excelencia network. Excelencia's Perspectives < Return to the Research and Policy Page Applying a Latino lens to higher education policy and practice Excelencia’s community understands and addresses contemporary higher education issues uses a Latino lens. Read the latest perspectives on policies and practices impacting Latino student success from across the Excelencia network. For more insight into Latino student success trends in higher education, visit Excelencia’s Medium page. America’s Economic Future: Latinos and the Institutions that Serve Them By: Lily Cuellarsola, Excelencia in Education Latinos, one of the fastest-growing and youngest U.S. demographics, are uniquely positioned to shape America’s future. This post explores Latinos’ rapid population growth, rising college enrollment, the challenges of the demographic cliff, and strategies to invest in their success to meet workforce needs and secure our nation’s economic future. Read Now | Jan 8, 2025 · 7 min read Latino Students are Key to Our Nation’s Prosperity By: Lily Cuellarsola & Cassandra Arroyo, Excelencia in Education Increasing Latino degree attainment is key to our nation’s prosperity. Latinos, now making up about one in five Americans, represent the growing majority of college students today and face unique circumstances that institutions must address to support their success. This analysis explores the Latino student profile, how they pay for college, their degree attainment, their workforce participation, and the institutions uniquely positioned to serve them. Read Now | Jun 5, 2024 · 8 min read Funding America’s Future: Larger Endowments Could Help HSIs Further Accelerate Latino Student Success By: Sami R. Nour, Excelencia in Education Endowments are important resources that provide institutions with opportunities to invest in students and programs. Hispanic-Serving Institutions (HSIs) are less likely to have an endowment compared to other colleges and universities. For HSIs that do have an endowment, their funds tend to be smaller than those at other institutions. Our new analysis explores endowments at HSIs and what it means for investing in students. Read Now | Jun 13, 2023 · 9 min read The number of Hispanic-Serving Institutions (HSIs) is increasing again. By: Deborah Santiago, Emily Labandera, and Sami R. Nour, Excelencia in Education This year, 571 colleges and universities meet the enrollment definition of a Hispanic-Serving Institution (HSI) — up from 559 last year, when the number decreased for the first time in two decades due to enrollment declines, institutional closings, and consolidation brought on by the pandemic. Our new analysis explores how and why the number of HSIs is growing again. Read Now | Mar 30, 2023 · 6 min read Beyond an HSI Designation: Exploring Strategic Practices for Grant Participation By: Cassandra Arroyo and Deborah Santiago, Excelencia in Education The competitive nature of HSI federal funding has increased the importance for HSIs to plan effectively for grant competitions and utilize funds sustainably. This analysis explores strategic practices from six HSIs for participating in Title V grant competitions and moving beyond an HSI designation to intentionally serve Latino and other low-income students. Read Now | Mar 23, 2023 · 6 min read Resilience: Surviving, Stabilizing, and Rebuilding in Times of Trouble By: Rafael Ramírez Rivera, Acting President Inter American University of Puerto Rico Rafael Ramírez Rivera, Acting President of Inter American University of Puerto Rico, shares his definition of institutional resilience and lessons that U.S. mainland institutions can learn from Puerto Rican universities when it comes to surviving, stabilizing, and rebuilding in times of trouble in the wake of Hurricanes Irma, Maria, and Fiona, an unprecedented series of earthquakes, and the COVID-19 pandemic. Read Now | Mar 21, 2023 · 6 min read Institutional Resilience in Puerto Rico By: Sami R. Nour, Deborah Santiago, Emily Labandera, and Cassandra Arroyo, Excelencia in Education This new analysis examines the island’s universities as accelerators of economic mobility for Latino students and their communities, demonstrating how Puerto Rican institutions offer a better return on investment in higher education for low-income students than can be achieved almost anywhere else in the U.S. Read Now | Mar 2, 2023 · 9 min read

Federal financial aid is key to higher education access and success for many students, including most Latinos, but current realities challenge its effectiveness. < Back Using a Latino Lens to Reimagine Aid Design and Delivery Deborah A. Santiago March 2013 DOWNLOADS/LINKS Publication Executive Summary SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview 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. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce