JBMSHP is an intense academic program that provides motivated high school students the opportunity to begin university mathematics studies before graduating. < Back Joaquin Bustoz Math - Science Honors Program Institution: Arizona State University State: Arizona Academic Level: Baccalaureate Issue Area: Access Program Focus: Honors, Pathway/Pipeline, STEM Website: https://jbmshp.asu.edu/ Key Personnel: Cindy Barragan Romero Contact Info: cynthia.b.romero@asu.edu | 480.965.1690 Overview The Joaquin Bustoz Math-Science Honors Program (JBMSHP) is an intense academic program that provides motivated high school students the opportunity to begin university mathematics studies before graduating high school. JBMSHP aims to increase the number of underrepresented students in the mathematics/science fields and increase college access for underrepresented students. Program Description JBMSHP offers participants a summer residential mathematics program for motivated Arizona high school students interested in academic careers requiring mathematics, science, or engineering-based coursework. Students join a community of peers with similar interests and interact with dedicated and experienced faculty and staff who closely monitor student progress. Participants live on the Arizona State University (ASU) Tempe campus while enrolled in a university-level mathematics course for college credit and conduct research to present at a poster symposium. Tutoring is also available for students as they participate in the program. Tuition, room and board, textbooks, and classroom expenses are provided for participants. JBMSHP creates an environment where students can focus on their studies, develop a strong academic work ethic, and become familiar with the university environment, resources, and faculty. 52% of all program alumni since 1985 are Latino. Outcome Increased degree completion: As of 2020 , 72% of all JBMSHP alumni have graduated with an undergraduate or graduate degree. This is a 2% increase from 2016. Increased graduate degree attainment: From inception until 2017, 178 JBMSHP alumni have earned a graduate degree . 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

Honee Herrera Gil serves as Institutional Capacity Coordinator of Excelencia in Education. Honee connects and engages institutional teams to Excelencia’s technical assistance support and the Seal of Excelencia. < Back to Our People Page Honee Herrera Gil Institutional Capacity Coordinator Excelencia in Education Email: hgil@edexcelencia.org Current Position: As the Institutional Capacity Coordinator, Honee works with colleagues to connect and engage institutional teams to Excelencia’s technical assistance support and the Seal of Excelencia . She serves as an essential connection point to the Institutional Capacity team and actively engages with institutional partners, affiliates, and constituents, fostering trust and maintaining high-quality communications. She plays a vital role in program operations to keep team members informed, organized, and connected so that the team can deliver on its goals to support institutions on their journeys to more intentionally serve Latino, and all, students. Honee also leads the Institutional Capacity team’s data collection to inform strategic planning and decision making to support the organization’s commitment to serving the Latino community, with a specific focus on how these efforts contribute to institutional transformation and progression through the Ladder of Engagement. Past Experiences: Honee has previous leadership experience in programs designed to help various underserved groups, including migrant families, students with disabilities, non-traditional transfer students, and first-generation college students. Her commitment to education and social justice grew stronger through these roles. In her last role at GEAR UP, she played a crucial role in improving the academic achievements and college preparedness for students from low-income and underrepresented backgrounds. Beyond her work with GEAR UP, Honee has made significant contributions to the migrant community – assisting farm workers in obtaining their GEDs to empower them to pursue further education, and working collaboratively with school staff, district leaders, parents, and community members to create inclusive and supportive learning environments for all students. Additionally, she served as a staff advisor for a student organization supporting Dreamers, offering support and encouragement to undocumented students as they navigated their educational journeys. Why are you bringing your talent to Excelencia ? I am deeply committed to expanding educational opportunities and equity for underserved communities. Being part of a comunidad that’s dedicated to empowering Latino student success, such as Excelencia , is a true privilege. Excelencia’s platform offers me an opportunity to expand the reach of my work, fostering institutional growth and transformation on a national platform. I’m eager to continue advocating for access to quality education for every student and to support Excelencia in its mission to promote educational success for Latino, and all, students. How would you describe working at Excelencia ? Working at Excelencia fills me with a sense of purpose and excitement. The commitment to educational equity and the success of Latino students is tangible in all of our technical assistance work. Our team’s passion contributes to a working environment that encourages innovation and teamwork. I am honored to play a role in intentionally SERVING Latino students and to collaborate with a team that’s genuinely making an impact every day.

The mission of LASSO is to offer holistic programming that support Latinx student success through educational, cultural, social, and career services. < Back Latinx Student Services and Outreach (LASSO) Institution: Georgia State University State: Georgia Academic Level: Baccalaureate Issue Area: Retention Program Focus: Website: https://success.students.gsu.edu/latinx-outreach/ Key Personnel: Libia Jiménez Chavez Contact Info: ljimenezchavez@gsu.edu | 404.413.2616 Overview Established in 2002, the mission of Latinx Student Services and Outreach (LASSO) is to offer holistic programming that support Latinx student success through educational, cultural, social, and career services that contribute to their recruitment, retention, empowerment, and graduation. Program Description The goals of LASSO provide order and structure to our daily interactions with students. They also allow us to measure our progress towards achieving success. LASSO is strongly committed to the following: Providing a safe space for all students irrespective of class, sexual orientation, nationality, citizenship, or immigrant status To support the development of self-advocacy of students so that they may attain their academic and professional aspirations. LASSO increases the academic, social, and leadership opportunities for Latino/Hispanic students at GSU while also increasing collaborative efforts amongst Latino/Hispanic faculty, staff, and students. Additionally, they bring awareness about the value of family involvement in a student’s educational journey and engage the family through outreach initiatives. LASSO aids Georgia State University in the increase of Latino/Hispanic student retention, progression, and graduation rates. Outcome Students that participated in LASSO one time had a graduation or retention rate of 93% while those that participated more than twice graduated or continued at GSU at a rate of 96%, in comparison to 86% for those that did not use our services. In Fall 2019, students that interacted with LASSO had GPAs higher than students who did not use our services (7 points higher for those that used our services only once and 29 points for those that used our services more than twice). LASSO students achieved an average 3.35 GPA. Return To Growing What Works Database Related Programs in Georgia Filter by Issue Area Retention Latinx Student Services and Outreach (LASSO) Retention

Adriana Rodriguez serves as Chief Operating Officer & Vice President for Institutional Programs of Excelencia in Education. Adriana works closely with the CEO, focusing on optimizing processes, managing resources, and ensuring efficient execution of business strategies. < Back to Our People Page Adriana Rodriguez Chief Operating Officer & Vice President for Institutional Programs Excelencia in Education Email: arodriguez@EdExcelencia.org Current Position: Adriana Rodriguez serves as Excelencia in Education’s Chief Operating Officer & Vice President for Institutional Programs. As the COO she works closely with the CEO, focusing on optimizing processes, managing resources, and ensuring efficient execution of business strategies. In her role as Vice President, she sets the strategic direction of the Institutional Practices portfolio. This involves supporting a dedicated team in the execution of programming for Examples of Excelencia and the Growing What Works (GWW) Database. Past Experiences: Adriana has 20 years of experience in non-profit education sector. During her 17 years of service at the Maya Angelou Schools in Washington, D.C., she worked in the areas of data infrastructure, office operations, continuous improvement practices, and school accountability policy. These focus areas had a secondary education lens, but she also worked on post-secondary pathways for six of those years by designing and managing college access and success services for the schools’ seniors and alumni. She was a tireless advocate among school leaders and city officials to ensure the inclusion of alternative youth populations in policy decisions. Why are you bringing your talent to Excelencia ? My career has focused on equitable access to education and employment opportunities for older youth and young adults, especially those most marginalized by educational systems. Excelencia provides an opportunity to bring a Latino lens to my work and to address issues at a national level and with higher education partners committed to student-thriving environments. How would you describe working at Excelencia ? I show up every day for Excelencia because of its mission and clear pathway to achieve it. I enjoy being part of a diverse and talented staff that works hard to achieve our goals. I appreciate the collaboration with all of our wonderful programs and institutions to transform higher education to more intentionally serve Latino and all post-traditional students.

Jessica Leach serves as Grants Manager of Excelencia in Education. Jessica works closely with the Finance and Executive teams to support the administration of grants and contracts. < Back to Our People Page Jessica Leach Grants Manager Excelencia in Education Email: jleach@edexcelencia.org Current Position: As the Grants Manager, Jessica works closely with the Finance and Executive teams to support the administration of grants and contracts. She is responsible for tracking project progress, timely and accurate grant reporting, and supporting development efforts. Past Experiences: Jessica has over a decade of experience working at various universities in the United States and Canada in administrative, teaching, and graduate student positions. Before Excelencia , she managed a grants team that administered language preservation grants and contracts for Tribes and First Nations across the United States and Canada. Jessica has a Ph.D. in History from Indiana University Bloomington. Why are you bringing your talent to Excelencia ? I thrive working with teams of highly motivated and talented individuals, like our team at Excelencia . This position allows me to collaborate closely with leadership and the entire team, which I find motivating and rewarding. My previous work in admissions, standardized testing, and teaching really showed the inequities in higher education, and it is extremely important to me to help make higher education more accessible for all. How would you describe working at Excelencia ? Working at Excelencia immerses me in a fast-paced and collaborative environment with passionate coworkers. It is refreshing to work for an organization that cares deeply about its mission and its employees. We are offered many opportunities for professional and personal growth, which helps employees better support Excelencia’s mission.

The San Antonio College Department of Services for Women and Non-Traditional Students provides support for students and the community in its Empowerment Center. < Back Empowerment Center Institution: San Antonio College State: Academic Level: Associate Issue Area: Support Services Program Focus: Learning Community Website: https://www.alamo.edu/sac/about-sac/college-offices/empowerment-center/ Key Personnel: Mary Helen Vera Contact Info: mvera@alamo.edu | 210.486.0455 Overview Services for Women and Non-Traditional Students (SWANS) advocate for empowers women, non-traditional students, and community members by transforming their lives through a comprehensive system of educational support and retention services. They aim to provide quality academic advisement, personal/career counseling, crisis intervention along with workshops seminars, and conferences for recruitment and retention. Program Description The San Antonio College (SAC) Department of SWANS provides a one-stop, comprehensive system of quality, support/retention services for SAC students and the community in its Empowerment Center. It is comprised of three support programs: The Women’s Center, established in 1981 to retain women and non-traditional students in college, provides academic advisement, personal/crisis counseling, child care/parent support services, community referrals, bus/textbook vouchers, the LULAC Parent/Child Scholarship Program, and an annual city-wide college outreach/recruitment conference for women. Seguir Adelante, established in 1997 to provide pre-college/transition services for special populations needing support for college preparation/success. Services include English language remediation, GED prep, basic skills upgrading, college admission/registration assistance, testing, textbook vouchers, tuition assistance, and a GED to College Transition Program. Mi Career Advancement and Self-Sufficiency Assistance (CASA) Program, created in 2007 helps individuals become self-sufficient with career counseling and social services eligibility screenings. Outcome Since the LULAC Parent/Child Scholarship began in 2007, 266 students have completed a postsecondary credential (associate's or certificate) or transferred to a university. The LULAC Parent/Child Scholarship awarded $33,000 to parents and 66% of recipients were Latino. Participants had an average cumulative GPA of 3.0. The United Way of San Antonio distributed childcare scholarships for 41 children and 92% of parents were Latinos. Participants had an average cumulative GPA of 3.3. $13,000 was awarded to 13 Latino students from the Woman’s Club of San Antonio. Participants had an average cumulative GPA average of 3.1. The GED to College Transition Program - Spring 2010 - Fall 2018: 83% of participants were Latino/a 71% have earned a GED and of those, 84% were Latino/a 72% of the program’s GED recipients have enrolled in college, of those, 80% were Latino/a Return To Growing What Works Database Related Programs in Filter by Issue Area Support Services

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

< Back to News Page National Nonprofit Unveils Direct Impact Fund for Donors Committed to Latino Student Success Nationwide Dec 17, 2024 Contact: Media@EdExcelencia.org DOWNLOAD PRESS RELEASE Excelencia in Education’s Futuro Fund will fuel investment in programming, partnerships, and research working to accelerate Latino college completion goals by 2030 WASHINGTON, D.C. ( December 17, 2024 ) – Excelencia in Education ( Excelencia ) , the nation’s leading organization focused on accelerating Latino student success in higher education, concludes its 20th year of service to its mission this month by announcing the Excelencia Futuro Fund . This new direct impact fund will facilitate investment and collaboration among donors committed to advancing Latino college enrollment, success, and graduation. “Anniversaries remind us of where we’ve been, but they are not destinations. The Futuro Fund marks a significant milestone in our organization’s history with action. We launch the Fund and continue advancing Latino student success with colleges and universities serving all their students,” said Sarita Brown, co-founder and president of Excelencia . “We invite you to join us in supporting the institutions playing an outsized role in helping more Latino students thrive in college and graduate ready for the workforce and civic leadership. Simply put, this is about investing in what works.” The announcement of the Futuro Fund comes at a pivotal moment — and a shifting policy environment — for American higher education and Latino communities. Hispanic enrollment in higher education has more than doubled since 2008, reflecting the growing share of Hispanic Americans in the U.S. population. Yet there are many more Latino students who could enroll. For those who do, 44% of Latino college students are the first in their families to attend college . That statistic underscores the need to connect Latino students with institutions well-equipped to meet their needs and prepare them for the world of work. Since its founding in 2004, Excelencia has demonstrated a proven track record of identifying evidence-based practices and influencing policy to improve Latino student outcomes. To accelerate this vital work, the Futuro Fund will mobilize support and investment around institutions in the Presidents for Latino Student Success network that are making significant strides toward the ambitious goal of enrolling and graduating 40% of all Latino undergraduates by 2030. The Fund will support greater impact by expanding at least 20 proven strategies that drive measurable improvements in Latino student outcomes. “For 20 years, Excelencia has proven itself an indispensable partner to countless college leaders, educators, and policymakers by transforming research into action, policy into impact, and mere conversation into institutional commitments,” said Dr. Havidán Rodríguez, president of the University at Albany, which welcomed a record number of first-year Latino students in 2024 . “The Fund will support the network of colleges and universities committed to providing learning environments where every Latino student can thrive — and inspire others to join us.” Contributions to the Fund also will provide resources and financial support to the more than 45 colleges and universities that have earned the prestigious Seal of Excelencia , a nationally recognized certification for institutions that go beyond enrolling Latino students by intentionally supporting their success. Using Excelencia’s framework, Seal-certified institutions outperform other institutions, HSIs and non-HSIs, in Latino student success metrics such as retention and completion rates. “Making good on the promise of college and documenting return-on-investment to the nation through evidence-based outcomes for today’s Hispanic students is vital to the workforce of the future — and the civic and community leaders of tomorrow,” said Dr. Elizabeth Béjar, provost at Florida International University, a top 50 public research university, one of the nation’s strongest Hispanic-Serving Institutions and Seal of Excelencia -certified university. “For those looking to make a positive, meaningful impact for Hispanic students, the Futuro Fund provides a platform for investing in advocacy, action, and research.” For more information on the Excelencia Futuro Fund and how to support this initiative, visit: EdExcelencia.org/about/donate About Excelencia in Education Launched in 2004 in the nation’s capital, Excelencia in Education leads a national network of results-oriented educators and policymakers to tap the talents of the Latino community and address the U.S. economy’s needs for a highly educated workforce and engaged civic leaders. With this network, Excelencia accelerates Latino student success in higher education by promoting Latino student achievement, informing educational policies with a Latino lens, and advancing evidence-based practices. In 2024, Excelencia marks 20 years of commitment to Latino student success. For more information, visit: EdExcelencia.org

New Futures’ mission is to create educational opportunities for rewarding careers. < Back Scholars Program Institution: New Futures State: District of Columbia Academic Level: Community-Based Organization Issue Area: Retention Program Focus: Career/Workforce, Scholarship Website: https://newfuturesdc.org/ Key Personnel: Molly Friesenborg Contact Info: molly@newfuturesdc.org | 202.384.5854 Overview New Futures’ mission is to create educational opportunities for rewarding careers. They are the only regional organization supporting systematically excluded young people as they leverage the opportunities of shorter-term postsecondary credentials to pursue lasting careers and financial stability. Latino(a) students represent over 50% of the Scholars. It is critical for the organization to serve the Latino community as they are one of the growing communities in the Washington DC region and are still critically underrepresented in higher education and in degree completion compared to their white counterparts. As a social justice organization, they strongly believe in serving communities of color, specifically black and brown students as they are among the most disenfranchised populations in our country. The program's goal is to close gaps in resources, privilege, and education that perpetuate generational inequity. Program Description New Futures originated as a scholarship organization and for the first 10 years, they solely provided scholarships to students. After 2011, they began incrementally incorporating programming, starting with a couple of skill-building workshops and community experiences. By 2018, they formalized and grew their Scholars program. Programming includes financial support in the form of a scholarship, 1:1 advising and coaching, providing academic and career skill-building workshops, and launching an alumni community engagement and support program. To intentionally serve Latino(a) students, they partner closely with other Latino-serving organizations and schools to refer scholars and create a robust pipeline of Latino students. Outcome In the last five years, as they formalized their program, New Futures has been more proactive in developing a more robust data system and practices. The program defines success rates as persistence + degree attainment/all students. In the most recent years it has had the following rates 85% for 2016-2020 and 88% in 2021-2022. When disaggregating the success data by race in the last 5 years (2017-2022) the Latino student rate was 88%. The financial well-being and career success of alumni was measured by a financial measure/scale used by the Consumer Financial Protection Bureau (CFPB). New Futures found their rates are higher than the national average for adults within the same demographic categories. For New Futures Latino Alumni the score was 57 versus the national Latino average of 51. New Futures Alumni with Some College or Associates had an average of 55 compared to 52 nationally. New Futures Alumni with Bachelor's Degree had a score of 56 versus 51 nationally. An alumni survey from 2022 showed that 70% of alumni are satisfied or very satisfied with their current job and 63% reported that they are working in their desired career field. Return To Growing What Works Database Related Programs in District of Columbia Filter by Issue Area Retention Community Scholars Program Retention Scholars Program Retention

The Reverse Transfer Program facilitates the granting of associate’s degrees to UTEP students and encourages them to persist and graduate with baccalaureate degrees. < Back Reverse Transfer Program Institution: The University of Texas at El Paso State: Texas Academic Level: Associate Issue Area: Transfer Program Focus: Website: https://www.utep.edu/student-affairs/admissions/admission-info/transfer.html Key Personnel: Amanda Vasquez-Vicario Contact Info: avasquez6@utep.edu | 915.747.8969 Overview The Reverse Transfer Program has two main goals: 1) to support and facilitate the granting of associate’s degrees to UTEP students who have completed the requirements for the associate’s degree; and 2) encourage, through the awarding of associate degrees to qualified recipients, students to persist and ultimately graduate with baccalaureate degrees. Program Description The University of Texas at El Paso (UTEP) developed a fully automated reverse transfer system that allows transfer students to earn credits at the university and have those credits sent back to the community college. Students can fulfill the balance of their associate’s degree requirements at the university and then use those credits to receive their degrees from El Paso Community College. The University of Texas at El Paso’s hope is that those students, many of whom are socioeconomically disadvantaged, first-generation, students of color will be the more likely to continue to pursue their higher educational aspirations and obtain a baccalaureate degree. Outcome Initial Summary of Reverse Transfer Data: Total number AA/AS Degrees Awarded by El Paso Community College through Reverse Transfer with The University of Texas at El Paso is 2,874 (1st term for students at The University of Texas at El Paso ranged from fall 1996-sping 2009); Total number of Baccalaureate Degrees awarded by The University of Texas at El Paso to Reverse Transfer degree recipients is 1,998; Number of Graduate Degrees Awarded is 130; Average Undergraduate GPA at The University of Texas at El Paso is 3.12. Over the last five years through this program, El Paso Community College awarded the following: 333 degrees (2013-2014); 162 degrees (2014-2015); 576 degrees (2015-2016); 372 degrees (2016-2017); and 239 degrees (2017-2018). UTEP Baccalaureate Degrees Awarded to EPCC Reverse Transfer Degree Recipients by year over the last five years: 512 degrees awarded (2013-2014); 413 degrees awarded (2014-2015); 386 degrees awarded (2015-2016); 336 degrees awarded (2016-2017); and 250 degrees awarded (2017-2018). Return To Growing What Works Database Related Programs in Texas Filter by Issue Area Transfer Reverse Transfer Program Transfer

California State University, Fullerton’s MSHE program excels in producing leaders who serve the needs of today’s diverse students. < Back Master of Science in Higher Education (MSHE) Institution: California State University, Fullerton State: California Academic Level: Graduate Issue Area: Academic Program Program Focus: Career/Workforce Website: https://ed.fullerton.edu/edleadership/academic-programs/mshe.php Key Personnel: Lissa Ramirez-Stapleton Contact Info: lramirez-stapleton@fullerton.edu | 657.278.7953 Overview California State University, Fullerton’s Master of Science in Higher Education (MSHE) program excels in producing leaders who serve the needs of today’s diverse students. This 30-unit program spans five semesters and facilitates learning through a cohort-based scholarly community. The mission is to prepare entry-level professionals and those seeking career changes for roles in higher education that support student learning and development. MSHE provides a culturally responsive curriculum encompassing leadership, social justice and advocacy, education, assessment and evaluation, and personal and professional development. The program emphasizes leadership theories, advocacy skills, research practices, curriculum development, and understanding the history and foundations of student affairs. Program Description Before 2009, the Department of Educational Leadership's graduate programs lacked a higher education component. The MSHE program was created alongside a doctoral program in community college leadership to fill this gap. MSHE focuses on supporting culturally diverse students, particularly Latinx students, using elements of community cultural wealth like navigational, linguistic, familial, and resistance capital. The program includes the annual Maywood Service-Learning Project, a scholarship fair in Maywood, California where 98% of the population is Latinx. This event promotes a college-going culture through Spanish-language learning, scholarship fundraising, and workshops for students and parents. MSHE also incorporates fieldwork, faculty and peer mentorship, critical self-analysis, case studies, graduate assistantships, and conference attendance. Faculty adapt instruction and program structure based on student feedback, ensuring accessibility for diverse cohorts. The program draws on theory and literature by Latinx and scholars of color to stay informed about student experiences and trends. Outcome The MSHE program is deeply committed to promoting the academic and professional success of its students. Given the nature of its programming and intentional design, Latino students are graduating from the program and entering the workforce upon graduation at an impressive rate. Last year, the MSHE program was 70% Latino students. Academic Success : For the last three years, 2020-2023, graduation rates of Latinx students have been over 92%. The overall graduation rate has been 91%. In comparison, the 2-year graduation rate for master’s level students at CSUF in 2018 was 52.5%. Employment : Since graduating from the program, 80 of 88 graduates from the 2020-2023 academic years are employed. In the same time frame, 58 of 62 Latino graduates are employed in higher education. In the senior cohort graduating in May 2024, 16 of 32 Latino students have full-time employment in higher education in a role such as assistant dean, counselor, coordinator, or advisor. MSHE is successful in preparing students to enter the workforce in positions that support student learning and development. 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

The Promesa Scholars Program is focused on leadership and retention, and assists Latin@ students in navigating success at Ferris State University. < Back Promesa Scholars Institution: Ferris State University State: Michigan Academic Level: Baccalaureate Issue Area: Retention Program Focus: College Prep, First Year Support, Learning Community Website: https://bit.ly/Promesa-Scholars Key Personnel: Sonia Trevino Contact Info: soniatrevino@ferris.edu Overview The Promesa Scholars Program is a Latin@ focused leadership and retention program developed to assist students in navigating success throughout their education at Ferris State University (FSU). The Promesa Scholars Program (PSP) was created to support the academic advancement and retention of incoming Promesa Summer Success students at Ferris. In 2017, the program was redeveloped and scaled to provide access to resources and opportunities, empowering more students to achieve college completion and career readiness. Program Description PSP is a Latino focused leadership and retention program developed in August of 2013. The first cohort of PSP consisted of six Latino students entering FSU, however after the Latino community grew from less than 300 students to over 800 students, in an academic year, PSP was revised in the Fall of 2017 to address the on-campus growth. The current practices established within PSP were developed with the program's four pillars in mind: leadership, community, cultural identity, and academic success. These practices have included: a 5th and 10th week academic assessment, which helps in keeping scholars on task while addressing their academic needs, cultural intelligence assessments, research mentoring with faculty to help build exposure to research, and graduate school, and developing professional networking opportunities. Outcome Increased retention rates: The retention rate for Promesa Scholars from Fall 2017 to Spring 2018 was 97% compared to the campus average of 64% . Currently, the program has an 85% year-to-year retention rate for Promesa Scholars. Increased GPAs: Promesa Scholars averaged a 2.8 GPA for Fall 2018, compared to their FSU peers average of a 2.3 GPA. Return To Growing What Works Database Related Programs in Michigan Filter by Issue Area Retention Promesa Scholars Retention