By Jose Enriquez, National Institute for Latino School Leaders Fellow
Current data trends show that the Latino educational pipeline is improving—within the last decade, both high school graduation rates and college enrollment rates have improved for Latino students. However, there are still challenges to closing educational gaps.
Until recently, data showed that for every 100 Latino students, 21 will go to college, eight will earn a graduate degree, and less than 0.2% will earn a doctoral degree. According to Pew Research Center, 49% of Latino high school graduates in the United States enrolled in college in 2012, while high school dropout rates continued to fall. This positive trend may be representative of Latino students moving through the education system more smoothly than before. Despite such promising trends, in comparison to other ethnic groups, Latino college students are:
By Ana Martinez, National Institute for Latino School Leaders, NCLR
(cross-posted with the permission of the Surge Institute and Ana Martinez)
I have spent my entire life in the fight for educational equity and 14 years fighting that fight in classrooms and schools across cities like Los Angeles, Miami-Dade and Chicago. For a long time, I believed schools and classrooms were the best spaces to create change for the Black and Brown students we serve. Don’t get me wrong – change without transformational leaders in classrooms and schools is impossible. But, the change that is needed today is deeply rooted in historical systems of oppression and racism that – consciously or unconsciously – have resulted in institutions that are well equipped to maintain the status quo. Unless there is transformational change at multiple levels the changes created in classrooms are, at best, short term.
I am the child of an immigrant single mother. I believe the appropriate label afforded to me was “alien” – a very befitting term as I was neither from here nor there. My family left a war-torn country in pursuit of the all-American dream, but little did we know that language, poverty, culture clashes, alcoholism, domestic violence, and sexual abuse would be some of the challenges we would have to overcome in pursuit of such dream. I struggled understanding the world I left behind and the world that stood in front of me, so I embraced the “alien” label and allowed myself to walk in that lane for too long.
By Jesus Sanchez, Fellow, National Institute for Latino School Leaders, NCLR
The summer has ended and students are back in school. As you reflect on your summer, think about all the wonderful things that happened, like vacations, time spent with family, visits to the local parks, and impromptu picnics. Summer is the perfect time to unwind, relax, and enjoy life.
However, with all the activity and action that summer brings, it’s easy to let learning become an afterthought. Even more, summer breaks keep children away from school just long enough to create a gap in learning, which often results in children losing ground on important academic skills.
NCLR has long been at the forefront of education reform. Our policy team has advocated for English learners (ELs) and helped pass the Every Student Succeeds Act (ESSA), the federal education law that updates the landmark Elementary and Secondary Education Act (ESEA) of 1965, most recently known as “No Child Left Behind.”
Our policy efforts are highly visible. Our programmatic work, which supports and serves hundreds of youth and educators throughout the nation, has also grown exponentially in the past decade. This past week was a highlight for the NCLR Education team, which hosted the first combined institute in Fort Worth, Texas, to spotlight four NCLR Education programs: the National Institute for Latino School Leaders (NILSL), Padres Comprometidos, Children Investigating Science with Parents and Afterschool (CHISPA) and the annual Leadership Institute for Latino Literacy (LILL).
“Individually, our programs have grown tremendously, providing great resources and training to hundreds of educators throughout the country,” said Dr. Margaret “Peggy” McLeod, Deputy Vice President of Education and Workforce Development at NCLR. “The decision to host this convening, however, was born out of a desire to create a collaborative platform where educators, parents, advocates and Affiliates could come together, exchange ideas, and glean from the individual approaches they are taking to improve education outcomes for Latino students.”
By Feliza I. Ortiz-Licon, Ed.D., Senior Director, Education Leadership Development
Earlier this month, the country mourned the loss of “The Greatest,” boxer Muhammad Ali. News outlets and social media platforms were inundated with some of Ali’s most memorable quotes, including “the service you do for others is the rent you pay for your room here on Earth.” It is this spirit of service and giving back to the community that drives many of the middle school students participating in NCLR’s youth leadership program, CASA-Cultura, Aprendizaje, Servicio, Acción (Culture, Learning, Service, Action). The goal of this service-learning program is to equip students with the necessary skills to identify genuine needs in the Latino community and address them through a two-pronged approach of academic learning and service actions.