IU Northwest launched PIGs to address institutional achievement gaps by exploring techniques relevant to the student body, particularly Latine students. < Back Pedagogical Interest Groups (PIGs) Institution: Indiana University Northwest State: Indiana Academic Level: Baccalaureate Issue Area: Retention Program Focus: Faculty Training, First Year Support Website: Key Personnel: Mark Hoyert Contact Info: mhoyert@iu.edu | 219.980.6731 Overview Indiana University Northwest (IU Northwest) is a comprehensive state university committed to serving its diverse student body, which is made up of nearly 30% Latine and 20% African-American students. As a Hispanic-Serving and Minority-Serving Institution, IU Northwest launched Pedagogical Interest Groups (PIGs) to address institutional achievement gaps. These evolving faculty and staff communities of practice explore pedagogical and curricular literature to find techniques relevant to their student body, particularly Latine students. By analyzing and implementing modern, evidence-based and culturally-informed pedagogies, faculty enhance their teaching practices. The ultimate goal is for Latine, and all, students to master course content, earn higher grades, and achieve higher retention and graduation rates. Program Description The first Pedagogical Interest Group at IU Northwest met in January 2016 to improve student success, addressing a 21.2% graduation rate for Latine students. At that time, many Latine students faced high DFW rates and nearly half left within the first year. PIGs identified and implemented effective pedagogies and procedures, introducing summer bridge programs, first-year seminars, cohort models, and redesigned curricula. These efforts targeted the struggles of Latine students, leading to improved learning, grades, retention, and graduation rates. As interventions revealed deeper insights into student needs, they were integrated into the curricula. Consequently, IU Northwest evolved from an Emerging HSI with 17% Latine students in 2015 to having 28% Latine students as their experiences and retention improved. Outcome Indiana University Northwest found that students in the PIGs program achieve higher retention and graduation rates compared to the all student rates. The program's focus on faculty development and culturally responsive teaching practices significantly improves academic outcomes for Latine students. Currently, the PIGs program serves 30% Latine students. Retention Rates : From 2015 to 2022, the retention rate of Latine students from the first year to the second year increased from 61.6% to 75.8%, while the overall retention rate increased from 64.6% to 68.1%. Graduation Rates : The six-year graduation rate for Latine students increased from 21.2% in 2015 to 38.4% in the most recent cohort. The overall six-year graduation rate increased from 21.5% to 37.9% during the same period. Course Success Rates : In redesigned courses, Latine students' DFW rates decreased from 35.5% in 2015 to 27.7% in 2023, and the mean GPA increased from 2.20 to 2.57. For all students, the DFW rate decreased from 31.6% to 25.6%, and the mean GPA increased from 2.41 to 2.65. Return To Growing What Works Database Related Programs in Indiana Filter by Issue Area Retention Pedagogical Interest Groups (PIGs) Retention

Thrive Scholars is dedicated to empowering high-achieving students of color from economically disadvantaged backgrounds to achieve economic mobility. < Back Thrive Scholars 6-Year Program Institution: Thrive Scholars State: California Academic Level: Community-Based Organization Issue Area: Support Services Program Focus: Career/Workforce, First Year Support Website: https://www.thrivescholars.org/programs/six-year-program/ Key Personnel: Raynise Smith Contact Info: rsmith@thrivescholars.org | 617.500.4449 x399 Overview Thrive Scholars is a national nonprofit dedicated to empowering high-achieving students of color from economically disadvantaged backgrounds to achieve economic mobility. Primarily supporting Latino (44%) and Black (38%) students from families earning less than $45,000 annually, Thrive Scholars aims to foster leaders in STEM and corporate sectors. The 6-Year Program targets key inflection points: expert college advising, academic preparation, socio-emotional and financial support, and career development. Goals include ensuring 89% of Scholars, including 91% of Latino Scholars, enroll in top colleges, graduate with a 3.0+ GPA and high STEM persistence, and secure meaningful careers or graduate school placements with starting salaries exceeding $67,500. Program Description Thrive Scholars began as a scholarship program in 2002 in Los Angeles, California. Recognizing the disparities in higher education access, economic mobility, and workforce representation for Latino and Black students, the program has evolved over 20 years to provide holistic support. The 6-Year Program includes intensive academic preparation through two six-week summer sessions of college-level math and writing, advising for top college admissions with no or low-loan packages, and comprehensive first-year college support. Additionally, they offer industry-specific coaching to boost career readiness, complete paid internships, and connect students to professional networks. The commitment by Thrive Scholars to diversity, equity, and inclusion guides their program design, incorporating culturally responsive approaches and resources that resonate with Latino students and their families. Thrive Scholars validate the cultural wealth students bring, providing bilingual programming and continuous improvement based on feedback and progress tracking. Outcome In 2022-2023, of the 1006 students served, 45% identified as Latino, and 50% of the alumni are Latino. For the last three years, the program has demonstrated positive outcomes for Latino participants in the following areas: Enrollment Rates: Almost 90% of Scholars from each of the program’s three high school classes between 2021 and 2023 enrolled in top colleges—in 2021, 87% overall (Latino: 85%); in 2022, 91% overall (Latino: 95%); and in 2023, 88% overall (Latino: 93%). In comparison, fewer than 50% of low-income students who are academically qualified for top colleges actually attend them. Persistence Rates: In 2021, program participants overall graduated with a 3.23 GPA and 65% STEM persistence rate (Latino: 3.24, 64%); in 2022, a 3.42 GPA and 74% STEM persistence (Latino: 3.36, 71%); in 2023, 3.47 GPA and 71% STEM persistence (Latino: 3.37, 72%). These outcomes surpass the average college GPA and STEM persistence rate at top colleges (3.4; <50%). In addition, 99% of the Scholars graduate college in comparison to 50% of typical high-achieving, low-income students. Career Attainment: In 2022, the placement rate for Thrive Scholars was 76% overall, with Latino students achieving an 81% placement rate and earning an average starting salary of $65,630. In 2023, the placement rate increased to 79% overall, with 73% for Latino students and an average starting salary of $73,933 for Latino students. These outcomes are consistent with the National Association of Colleges and Employers' (NACE) findings of a 78% first-destination placement rate overall (80% for Latino students) and exceed the national full-time employee salary mean of $58,151 for Latino students. Return To Growing What Works Database Related Programs in California Filter by Issue Area Support Services Bridge Program Support Services Cerritos Complete Support Services College Bound / College Success Support Services Engage. Develop. Grow. Empower. (EDGE)/plEDGE Program Support Services Graduate Support Program Support Services Latino Education Advancement Foundation (LEAF) College Success Program Support Services Long Beach College Promise Support Services Maximizing Access to Research Careers (MARC) Program Support Services Show More

Hector Balderas is President of Northern New Mexico College and a President for Latino Student Success. < Back to P4LSS Main Page Northern New Mexico College Hector Balderas President Institution website: https://nnmc.edu/ Bio Page: https://nnmc.edu/about/leadership/office-of-the-president/index.html Hector Balderas is President of Northern New Mexico College and a President for Latino Student Success.

Gregory Washington is President of George Mason University and a President for Latino Student Success. < Back to P4LSS Main Page George Mason University Gregory Washington President Institution website: https://www.gmu.edu/ Bio Page: https://president.gmu.edu/dr-washingtons-biography Gregory Washington is President of George Mason University and a President for Latino Student Success.

Edward Montgomery is President of Western Michigan University and a President for Latino Student Success.  < Back to P4LSS Main Page Western Michigan University Edward Montgomery President Institution website: https://wmich.edu/ Bio Page: https://wmich.edu/president/biography#:~:text=Dr.,president%20of%20Western%20Michigan%20University Edward Montgomery is President of Western Michigan University and a President for Latino Student Success.

Kelly R. Damphousse is President of Texas State University and a President for Latino Student Success. < Back to P4LSS Main Page Texas State University Kelly R. Damphousse President Institution website: https://www.txst.edu/ Bio Page: https://news.txst.edu/inside-txst/2022/tsus-damphousse.html Kelly R. Damphousse is President of Texas State University and a President for Latino Student Success. Seal of Excelencia Certified Institution: 2022-2025 TXST, serving 37,800 students, 40% of which are Hispanic, understands that fostering a familia culture increases sense of belonging and is essential to retention and an inclusive campus climate. The university goes beyond celebrating its HSI identity through culturally relevant curriculum and programming.

The YMCA Latino Achievers program inspires and empowers Latino students to discover their strengths, shape their futures, and transform the world. < Back Latino Achievers Institution: YMCA of Middle Tennessee State: Tennessee Academic Level: Community-Based Organization Issue Area: Support Services Program Focus: Career/Workforce, College Prep Website: https://www.ymcamidtn.org/locations/y-cap-davidson/programs/latino-achievers Key Personnel: Karina Gutierrez-Molina Contact Info: kgutierrez-molina@ymcamidtn.org Overview The YMCA Latino Achievers program inspires and empowers Latino students to discover their strengths, shape their futures, and transform the world. Latino Achievers program uses evidence-based strategies to increase high school graduation, college application, and enrollment rates for Latino youth. They serve Latino high school students (ages 14-21) in seven public schools in Nashville’s metro schools. The Latino Achievers program serves schools that have two to seven times more Latino youth than the state average of 9.0%, lower than average high school graduation rates, have lower than average ACT scores, and will graduate mostly first-generation college students. Program Description Latino Achievers was adopted by the YMCA of Middle Tennessee in 2002 to address low high school graduation rates and college matriculation rates of Latino students. Since then, the program has grown to serve seven schools, with students from 18 area high schools attending workshops and field trips. Latino Achievers seeks to close the achievement gap for Latino students by using evidence-based practices to increase college application and enrollment rates for Latino students. These include: Increasing exposure to college through tours and fairs Building skills including ACT preparation and financial aid planning Encouraging mentorship and providing individualized counseling Introducing professions through the world of work tours After-school programming using a college readiness curriculum with a culturally responsive emphasis. Latino Achievers invites local Latino professionals to inspire and empower their students by sharing their experiences of being Latino in college and professional settings, both as guest speakers and in one-on-one meetings with students during their annual power lunch. In addition to continued participation with the program, students are encouraged to meet regularly with staff to receive additional support in their college application process. Latino Achievers also offers scholarships for their students, especially those who are ineligible for financial aid due to their residency status. Outcome Increased high school graduation rate: For the 2017- 2018 academic year the graduation rate for the 51 active Latinx students was 100% compared to the district average of 74% and the national average of 79% . In addition, for the 2010-2011 academic year, 93% of participants graduated high school. Increased college enrollment: Of the 2017-2018 graduates, 98% enrolled in college compared to 38% for the 2010-2011 graduates. Return To Growing What Works Database Related Programs in Tennessee Filter by Issue Area Support Services Conexión Américas' College Success Program Support Services Latino Achievers Support Services

The mission of the ARMAS center is to provide comprehensive support to STEM students and faculty. < Back Achieving in Research Math and Science (ARMAS) Center Institution: New Mexico Highlands University State: New Mexico Academic Level: Baccalaureate Issue Area: Retention Program Focus: STEM Website: https://www.nmhu.edu/armas/ Key Personnel: Kelly Trujillo Contact Info: kmtrujillo@nmhu.edu | 505.426.2290 Overview The mission of the Achieving in Research Math and Science (ARMAS) center is to provide comprehensive support to Science Technology Engineering and Math (STEM) students and faculty, while recognizing the specific hurdles most of our students face as underrepresented minorities in the sciences. Its goal is to increase the number of STEM graduates from New Mexico Highlands University through collaborative and innovative best practices. Program Description The ARMAS Center opened in 2009 to support students majoring in Science, Technology, Engineering, and Math (STEM) disciplines at New Mexico Highlands University (NMHU) as well as the faculty who teach them. ARMAS' Student Retention Services include: Training of Supplemental Instruction Leaders, provision of Supplemental Instruction in STEM gateway courses and selected upper-division courses, math tutoring, STEM textbook lending library, STEM internship, fellowship opportunities, academically-engaging and meaningful on-campus student employment and a STEM community. Faculty support includes orientation and support for the use of Supplemental Instruction, interdisciplinary discussions on best practices in STEM pedagogy and collaboration on grants that include student support services. Of NMHU's main campus STEM majors (286), 248 or 87% utilize the ARMAS Center. In addition to STEM majors, 476 non-STEM majors were served by the ARMAS Center. In the 2016-2017 academic year, 742 students registered and used the ARMAS Center, of these 59 % were Hispanic and 47% female. Outcome Since opening in 2009: The number of STEM majors has increased from 242 to 286 (18%). The number of STEM graduates per year increased from 24 to 48 (100%). From fall 2015 to fall 2016, there was an 11.6% higher retention rate among freshman STEM majors utilizing the ARMAS Center Of the 286 STEM majors, 203 (71%) are Hispanic and 233 (81%) are from groups underrepresented in the STEM disciplines. Since 2017, ARMAS has placed students in 248 paid internships with 22 community partners and faculty research mentors. Supplementary Instruction: Students who participated in supplementary instruction during the 2018-2019 academic year earned a GPA in gateway STEM courses of 2.65, in comparison to students who did not participate in supplementary instruction who earned a GPA in gateway STEM courses of 2.15. Return To Growing What Works Database Related Programs in New Mexico Filter by Issue Area Retention Achieving in Research Math and Science (ARMAS) Center Retention College Assistance Migrant Program (CAMP) - New Mexico State University Retention Research Initiative for Scientific Enhancement (RISE) to the Postdoctorate Program Retention

PUERTA increases Hispanic and Latino student persistence and graduation rates, and the number of these students who earn a teaching credential. < Back Preparing Underrepresented Educators to Realize their Teaching Ambitions (PUERTA) Institution: Sonoma State University State: California Academic Level: Baccalaureate Issue Area: Support Services Program Focus: Career/Workforce Website: https://education.sonoma.edu/grants/puerta-project Key Personnel: Laura Alamillo Contact Info: alamillol@sonoma.edu | 510.710.7840 Overview As a Hispanic-Serving Institution (HSI), Sonoma State University is committed to the recruitment, retention and preparation of our students in order to go back into their community and become educators. This is a grow your own model in teacher preparation. The best teachers are those who reflect the population they serve. PUERTA Project has three primary goals: Increase Hispanic and Latina/o student persistence and graduation rates, increase the number of Hispanic and Latino students who earn a teaching credential, and increase the number of students who transfer to SSU from a two-year HSI. Program Description There is a high need for educators of color in California, specifically in the field of bilingual education. PUERTA aims to increase teachers of color who are also linguistically competent. PUERTA implemented the following activities at SSU that focus on achieving project goals such as implementing a continuum of academic and student support services, Summer Bridge programming, outreach and career development support, improving first-year Latinx students’ access to General Education (GE) courses, and providing professional development engagement for aspiring teachers. Outcome Between 2019-20 and 2020-21 Latinx students transferring to SSU from a community college increased 40% from 234 to 327. Between 2019-20 and 2020-21 enrolling in a SSU credential program increased from 15 to 52, earning a teaching credential at SSU increased from 6 to 34. Between fall 2019 and fall 2020, 50% of Latinx students completed 30 units in their first year of college, compared to 59% of PUERTA students. Latinx students increased their retention from 83% to 90%. 100% of transfer students returned. Return To Growing What Works Database Related Programs in California Filter by Issue Area Support Services Bridge Program Support Services Cerritos Complete Support Services College Bound / College Success Support Services Engage. Develop. Grow. Empower. (EDGE)/plEDGE Program Support Services Graduate Support Program Support Services Latino Education Advancement Foundation (LEAF) College Success Program Support Services Long Beach College Promise Support Services Maximizing Access to Research Careers (MARC) Program Support Services Show More

The mission of Upward Bound at California State University, San Bernardino is to empower students, families, and communities through innovative experiences. < Back Upward Bound Institution: California State University, San Bernardino State: California Academic Level: Baccalaureate Issue Area: Support Services Program Focus: College Prep Website: https://www.csusb.edu/upward-bound Key Personnel: Dalia Hernandez Contact Info: dalia.Hernandez@csusb.edu | 909.537.7493 Overview The mission of Upward Bound at California State University, San Bernardino is to empower students, families, and communities through innovative experiences. The program aims to enhance postsecondary completion rates among its primarily Hispanic/Latinx participants by supporting high school completion, facilitating college transitions, and fostering excellence. The Upward Bound Success Center (UBSC) provides resources and services to boost academic performance, including tutoring, instruction, advising, coaching, and mentoring. Additionally, the Summer University program offers an immersive academic environment with rigorous instruction and a glimpse into collegiate life through on-campus residence. Program Description Upward Bound is strategically designed to provide academic support services and resources to low-income, first-generation students, and students with disabilities. Key strategies include academic support through tutoring and supplemental instruction, counseling, mentoring, and advising services to address barriers to academic progress. To expose students to college, Upward Bound organizes college visits and assists with applications and the financial aid process in addition to providing cultural enrichment activities and opportunities for active parent, family, and caregiver engagement through its Parent University program. Upward Bound tailors its practices to consider the cultural, linguistic, and socioeconomic factors shaping Latinx students' experiences, integrating culturally and linguistically relevant curriculum, providing bilingual support services, and collaborating with local Latinx communities and organizations. Outcome California State University, San Bernardino found that Upward Bound participants achieve higher rates of high school graduation, college enrollment, and postsecondary completion compared to their peers. The program's comprehensive support services significantly improve academic outcomes for Latinx students. This past year, the program served 90% Latinx students. High School Graduation Rates : 85.8% of Latinx Upward Bound students successfully attained high school graduation with a rigorous program of study, compared to 44% of their peers in the region. FAFSA Completion Rates : 94% of Latinx Upward Bound students completed and submitted the FAFSA, surpassing the regional rate of 71%. College Enrollment Rates : 79.1% of Latinx students enrolled in postsecondary education, compared to the regional rate of 49%. Postsecondary Completion Rates : 48.3% of Latinx students completed their postsecondary education within six years, demonstrating sustained support and guidance provided by the program. Return To Growing What Works Database Related Programs in California Filter by Issue Area Support Services Bridge Program Support Services Cerritos Complete Support Services College Bound / College Success Support Services Engage. Develop. Grow. Empower. (EDGE)/plEDGE Program Support Services Graduate Support Program Support Services Latino Education Advancement Foundation (LEAF) College Success Program Support Services Long Beach College Promise Support Services Maximizing Access to Research Careers (MARC) Program Support Services Show More

Latinos will need to earn 6.2 million degrees by 2030 to reach the U.S. degree attainment goal. Learn about Latino College Completion in Alabama. Latino College Completion - Alabama Nationally, the gap in degree completion between Latinos and their White peers continues. However, different patterns emerge within each state or location. To reach the Latino degree attainment goal by 2030, states can close the degree completion gap by accelerating Latino completion while increasing for all students and scale up programs and initiatives that work for Latino, and all, students. To find out more, scroll below. DOWNLOAD FACT SHEET Degree Attainment for Latino Students (2021) 25% Of Latino adults (25 and over) had earned an associate degree or higher VS 39% Of White adults Fast Facts Alabama had the 34th largest Latino population in the U.S. Latino Population 8% K-12 Population 5% Total Population 2-Year Graduation Rate 32% Latino Students 33% White Students Median Age 24 Latinos 43 White 4-Year Graduation Rate 58% Latino Students 68% White Students Degree Outcomes At two-year institutions , Hispanics' graduation rate was 1%-points lower than that of their White non-Hispanic peers in Alabama. At four-year institutions , Hispanics' graduation rate was 10%-points lower than that of their White non-Hispanic peers in Alabama. BACK TO MAIN LCC PAGE Top Institutions To find out more about the top institutions enrolling, and awarding associate and bachelor degrees to Hispanics by using the tabs below to navigate the information. Click on the tabs below to explore. ENROLLING ASSOCIATES DEGREES BACHELORS DEGREE Top Institutions Enrolling (Hispanic Undergraduates) in Alabama, 2021-2022 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 The University of Alabama Public, 4-year or above 30,725 1,687 5% 2 Auburn University Public, 4-year or above 24,782 947 4% 3 University of Alabama at Birmingham Public, 4-year or above 13,284 889 7% 4 John C Calhoun State Community College Public, 2-year 6,795 575 8% 5 Troy University Public, 4-year or above 10,916 495 5% Top Institutions Awarding Associate Degrees to Hispanics in Alabama, 2020-2021 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 John C Calhoun State Community College Public, 2-year 1,368 79 6% 2 Snead State Community College Public, 2-year 408 75 18% 3 Northeast Alabama Community College Public, 2-year 429 57 13% 4 George C Wallace State Community College-Hanceville Public, 2-year 975 51 5% 5 Columbia Southern University Private for-profit, 4-year or above 1,582 49 3% Top Institutions Awarding Bachelor Degrees to Hispanics in Alabama, 2020-2021 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 The University of Alabama Public, 4-year or above 7,278 364 5% 2 Auburn University Public, 4-year or above 5,641 192 3% 3 Columbia Southern University Private for-profit, 4-year or above 3,131 163 5% 4 University of Alabama at Birmingham Public, 4-year or above 2,870 131 5% 5 Troy University Public, 4-year or above 2,326 100 4% Examples of What Works for Latino Students Here are some institutions showing success in enrolling, retaining, and graduating Latino students: College Assistance Migrant Program (CAMP) - Washington State University WSU CAMP's mission is to improve the lives of migrant or seasonal farmworkers (MSFW) and their families through higher education attainment. Project upGRADS Project upGRADS at California State University, Fullerton aims to improve access to graduate education for Latinx students. Sources Excelencia in Education. (2020). Ensuring America’s Future: Benchmarking Latino College Completion to 2030. Excelencia in Education. Washington, D.C. U.S. Census Bureau, 2021 American Community Survey 1-Year Estimates. Excelencia in Education Analysis using the U.S. Department of Education, National Center for Education Statistics (NCES), Integrated Postsecondary Education Data System (IPEDS), 2021 Fall Enrollment, Graduation Rates Survey and Institutional Characteristics Survey.

This brief expands knowledge on Texas Latino students while providing higher education institutions and policymakers with information to help more Latinos graduate. < Back Framing, Not Blaming: Improving Latino College Transfer in Texas Deborah A. Santiago ; Eyra A. Pérez ; Noé C. Ortiz November 2017 DOWNLOADS/LINKS Publication Executive Summary SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Framing, Not Blaming: Improving Latino College Transfer in Texas expands knowledge about Texas Latino students while providing higher education institutions and policymakers across the country with actionable information to help more Latino students graduate. Stakeholders in Texas have diverse strategies to improve the pathways to college completion. However, too often discussion on transfer pathways focus on segments and stakeholders to blame for breaks in the pathway. The purpose of this brief is twofold: 1) to reframe the options to improve college pathways from blame to shared ownership and action, and, 2) to support discussions translating effective institutional practices into policy strategies that can improve the transfer pathway for Latino and other post-traditional students in Texas. Core to this project and brief is new analysis of current transfer processes, practices and policies in the state and at the following Texas institutional pairs: Alamo Colleges and The University of Texas at San Antonio Austin Community College and Texas State University El Paso Community College and The University of Texas at El Paso Houston Community College and the University of Houston The following areas between and within institutions are where state policy may improve Latino student transfer and success: transferability of credits , data sharing , access to financial aid , and, faculty involvement . The project and brief were supported by the Greater Texas Foundation to apply the findings from an earlier national project to the development of policy approaches to improve Latino student transfer and success. Hear directly from stakeholders including: Jacob Fraire , President & CEO, Texas Association of Community Colleges Donna Ekal , Associate Provost, University of Texas at El Paso Francisco Solis , Dean of Performance Excellence, San Antonio College Virginia Fraire , Vice President of Student Services, Austin Community College Garrett Groves , Economic Opportunity Program Director, Center for Public Policy Priorities Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce