Transcript Lumina PPT Template - KNME-TV

February 2013
The Unidos Project for
Latino Student Success
Getting to the Big Goal in Albuquerque by 2025
1
The Lumina Foundation’s “Big Goal”
Increase the proportion of
individuals with high-quality
degrees and credentials to 60% by
the year 2025
Hispanos/Latinos constitute
1 in 6 individuals in the
United States, with a college
completion rate of 19.2%
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In New Mexico...
• From 2005 to 2010, the percentage of Hispanos/Latinos
enrolled in public school in New Mexico increased from
53.3% to 56.6% (NM Public Education Department).
• In 2012, the statewide Hispano/Latino 4-year high school
graduation rate was 67.7%, up from 59.3% in 2011 (NM
Public Education Department).
• In 2010, the statewide Hispano/Latino 6-year college
graduation rate was 37.1%. This rate was 9% lower than
that of White students (Chronicle of Higher Education).
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Educational Attainment in Bernalillo County, 2010
100%
4
6
Highest Level of Educational Attainment
(Percentage of Individuals in Bernalillo County, Ages 25 and
older)
12
90%
18
28
29
70%
60%
50%
31
Associate's
degree
30
40%
30%
24
22
8
Bachelor's
degree
12
20%
10%
17
6
21
White, Not Hispanic
High school
diploma, GED,
or alternative
credential
Some college,
no degree
31
7
0%
4
25
80%
25
12th grade or
lower, no
diploma
10
9
6
8
Hispanic
American Indian
11
Graduate
degree
African American
Source: U.S. Census, ACS 2010, 3-Year Estimates, Bernalillo County, Ages 25 and older
APS Four- and Five-Year High School Graduation Rate,
All Students & Hispanics
80.0%
70.0%
68.8%
69.8%
5-Year Rate
(All Students)
67.0%
63.2%
65.1%
64.7%
63.5%
63.7%
60.8%
65.0%
4-Year Rate
(All Students)
61.6%
5-Year Rate
(Hispanics)
63.4%
59.5%
60.0%
58.2%
4-Year Rate
(Hispanics)
56.0%
50.0%
2008
5
2009
2010
2011
2012
Source: New Mexico Public Education Department. The 4-year rate is the percentage of students who graduated in the
given year within four years. The 5-year rate is the percentage of students who graduated in the given year within five
years.
CNM
Success Rate (%), 2004-2008 Cohorts,
By Race and Ethnicity
65%
55%
45%
45.1%
35%
35.9%
35.7%
34.8%
32.8%
25%
15%
Fall 2004
Asian
6
Fall 2005
Black, non-Hispanic
Fall 2006
Hispanic
Fall 2007
Native American
Fall 2008
White, non-Hispanic
Source: CNM, Office of Planning and Institutional Effectiveness. The success rate measures each cohort of new students taking
nine or more credit hours who are successful after three years. Success is defined as earning a degree, earning a certificate, or
transferring.
UNM-Main Campus
Six-Year Graduation Rate (%), By Race and Ethnicity
65%
55%
54.8%
49.2%
Asian
45%
41.6%
37.0%
35%
White
Hispanic
Black
American Indian
25%
22.1%
15%
1999
7
2000
2001
2002
2003
2004
2005
Source: UNM, Office of Institutional Research, OIR Freshman Cohort Tracking Report, Fall 2011. The six-year graduation rate is
the percentage of first-time, full-time, degree seeking students who enroll at UNM in the given year and graduate with a
Bachelor’s degree or PharmD degree, or who are enrolled in the fourth fall of the PharmD Program within six years.
The Unidos Project for Latino Student Success
Our Vision:
55,000 Degrees for Hispanos/Latinos by 2025
(25,000 new degrees)
Our Goals:
1. Graduate more Hispano/Latino students
from high school.
2. Enroll more Hispano/Latino students in
postsecondary education.
3. Graduate more Hispano/Latino students
from two-year and four-year colleges &
universities.
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How Can We Achieve Our Vision?
•
•
•
•
•
9
Set ambitious, yet achievable, targets aligned to
each goal.
Build a backbone structure to support collective
impact.
Develop four strategic focus areas with mutually
reinforcing activities that are aligned to the big goals.
Create workgroups for each strategic focus area to
implement the activities.
Report progress regularly and make adjustments, as
needed.
Structure of the Unidos Project
Unidos Council
Principal
Investigator
Project
Director
Community
Liaison
Data Manager
Unidos Leadership Team
Facilitators,
Strategy Group
1
Facilitators,
Strategy Group
2
Facilitators,
Strategy Group
3
Facilitators,
Strategy Group
4
Opening
the Gate
Increasing
the Flow
Reclaiming
the Flow
Removing
Barriers
Cross-Sector Groups
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Four Strategic Focus Areas
1.
2.
3.
4.
Opening the Gate: Redefining and Scaling Up Services to
Support Students and Families (Abriendo La Compuerta)
Increasing the Flow: Helping Students and Families
Understand the Transformational Power of Education
(Aumentando La Corriente)
Reclaiming the Flow: Bringing Students Back (Recuperando
La Corriente)
Removing Barriers: Institutional Development to Facilitate
Seamless Transitions (La Limpia)
Photo credit: New Mexico Acequia Association, http://www.lasacequias.org/
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Implement Mutually Reinforcing Activities:
Opening the Gate
Goals:
1. Create a seamless system of academic and non-academic
supports for students at APS, CNM, and UNM.
2. Identify students at risk of dropping out of high school or college
and connect them to the appropriate support services.
Activities:
A. Develop system of “one-stop” support services:



B.
C.
D.
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YDI-Elev8 Full-Service Community Schools (2 high schools)
CNM Connect
UNM Lobos Unidos
Deploy and support achievement coaches at CNM & UNM and
college/career counselors at APS
Identify early warning indicators and create/deploy early warning
data systems at APS, CNM, & UNM
Better integrate academic & non-academic supports at APS,
CNM, & UNM
Implement Mutually Reinforcing Activities:
Increasing the Flow
Goals:
1.
2.
3.
4.
5.
Strengthen the role of caring adults through mentorship and family
engagement.
Support more positive youth development opportunities.
Provide career exploration opportunities.
Assess and provide opportunities to improve workforce skills.
Assess the local and regional & economic environment for job opportunities.
Activities (for each goal):
A.
B.
C.
D.
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Conduct a needs assessment that includes a comprehensive asset map of
community resources;
Identify opportunities to encourage & promote advanced educational
attainment among Hispano/Latino students;
Pull together groups and organizations within each focus area to develop a
common agenda; and
Provide support to the groups so they can build the capacity necessary to
serve a larger population of students in a collective manner.
Implement Mutually Reinforcing Activities:
Reclaiming the Flow
Goals:
1.
2.
3.
4.
Increase GED options for students who have dropped out.
Increase adult basic education opportunities.
Increase high school credit recovery opportunities.
Increase outreach to students who have stopped out of UNM & CNM.
Activities:
A.
B.
C.
D.
E.
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Build program capacity for goals 1-3 through policy advocacy to secure needed
resources (to meet existing unmet demand).
Create “Reclaiming the Flow Network” of all GED, ABE, credit/dropout recovery
programs to coordinate policy agendas, share best practices, and develop formal
partnerships with institutions of higher education to streamline enrollment of students
who complete these programs.
Develop a plan to recruit students from GED, ABE, and credit/dropout recovery
programs and schools directly into CNM and UNM.
Align existing “graduation projects” already in place at CNM and UNM to bring back
students who are close to graduating and to automatically award degrees to students
who have met the requirements but never filed.
Explore reverse articulation options for transfer students.
Implement Mutually Reinforcing Activities:
Removing Barriers
Goals:
1. Create greater equity for Hispano/Latino students within our
educational institutions.
2. Combat the culture of low expectations.
Activities:
A. Implement equity scorecard at APS, CNM, & UNM.
B. Identify, align, implement, & institutionalize culturally proficient policies
and practices at APS, CNM, UNM, and within all of our organizations.
C. Change policy and practices to raise expectations and set high goals
for Hispano/Latino student success.
D. Assess and evaluate state and institutional policies that impact access
to college education, and implement new policies to increase access.
E. Identify and promote successful Hispano/Latino role models to assist
in changing negative perceptions that encourage low expectations.
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