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.
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 Catalina Kaiyoorawongs, National Institute for Latino School Leaders Fellow, NCLR
The White House announcement released during the 2011 Latino Heritage Month states, “The Latino community’s ability to thrive is vital to the future of our nation and is critical to our out-educating, out-innovating, and out-building the rest of the world.”
Considering that one in every four newborns in the United States is Latino, innovation and progress can only happen if Latinos themselves progress. In Florida, specifically, Latino students make up 24 percent of the total K–12 student population in Florida.
Yet, only 6.2 percent of full-time college students (both undergraduate and graduate students) in October 2010 were Latino. Only 14 percent of the Latino population 25 and older had obtained a bachelor’s degree or higher in 2010.
Dr. Ortiz-Licon address the Nat’l. Institute for Latino School Leaders at a recent convening in Los Angeles.
We’re not the only ones who think NCLR staffers are the best and the brightest! NCLR is proud to announce that Dr. Feliza Ortiz-Licon, NCLR Director of Education for California and Far West Regions, was selected for the 2013-2014 Latina Global Executive Leadership program at the University of Southern California’s (USC) Marshall School of Business.
Academy officials select accomplished Latina executives from an impressive pool of applicants each year to participate in the intensive, innovative 11-month program designed to help Latina professionals further develop leadership skills and prepare to become organization leaders. In this program, they will address leadership principles, values and ethical boundaries, and discuss how to optimize leadership effectiveness, build support teams and lead an integrated life. Continue reading