The Education Lifecycle of African American and Latino/a Students: From Middle School Preparation to College Admission and Completion

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Education

Published on April 16, 2014

Author: NPEAConference

Source: slideshare.net

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Presented by Prep for Prep and Loyola University Maryland at the 2014 NPEA conference in Minneapolis, MN on April 24-25, 2014.

CINDY PEREZ, PREP FOR PREP SHEILAH SHAW HORTON, LOYOLA UNIVERSITY MARYLAND RICCO SIASOCO, PREP FOR PREP he Educational Lifecycle of African merican and Latino/a Students: om Middle School Preparation to College Admission ompletion ional Partnership for Educational Access Conference il 25, 2014

•  What are the socio-economic barriers to, and cultural capital necessary for, college success among African American and Latino/a students? •  How might an educational lifecycle that focuses on intensive middle school preparation and extends into college matriculation impact the graduation rates of African American and Latino/a students?    •  How can colleges and community-based organizations partner to support these specific student populations? Key Questions

•  Vice President of Student Development and Dean of Students •  Director of College Guidance •  Director of Undergraduate Affairs •  Professional experiences that span all sides of the table •  Colleges and universities •  Community-based organizations •  Clinical field experience •  Extensive work with first-generation college students at all stages of educational lifecycle Who Are We?

•  International comparison of Academic Achievement. Fact Sheet by Alliance for Excellent Education •  Study by OECD (Organization for Economic Co-operation and Development) looked at fifteen year-old students from the United States compared with fifteen-year-olds in other OECD member countries in the Program for International Student Assessment (PISA) to measure of academic proficiency •  In 2012 U.S. ranked 17th out of 34 OECD countries in reading literacy •  Seventeen percent of U.S. fifteen-year-olds did not reach PISA baseline of reading proficiency •  U.S. raked twenty-first out of thirty four OECD countries in scientific literacy •  U.S. average performance in mathematics was below the OECD average , U.S. students ranked twenty-sixth out of thirty-four OECD countries. How Does U.S. Achievement Compare to Other Countries?

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% All Students Black Hispanic White High Sch Grad College Grad U.S. Graduation Rates (Class of 2011) Source: Alliance for Excellent Education

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% All Students Black Hispanic Below Basic Basic U.S. Literacy Rates (Class of 2011) Source: Alliance for Excellent Education

•  Educational Attainment trends between 1990-2012 •  At least a high school diploma for 25-29 year olds increased from 86% to 90% •  Bachelor’s degree or higher increased from 23% to 33% •  Racial/Ethnic breakdown •  At least a high school diploma •  Whites: 90% to 95% •  Blacks: 83% to 89% •  Hispanics: 58% to 75% •  Bachelor’s degree or higher •  Whites: 26% to 40% •  Blacks 13% to 23% •  Hispanics 8 to 15% Educational Attainment Trends

• Academic foundation • Social/emotional development • Vision for success Part I: Middle School to High School • Academic skill development • Leadership skills • Interests defined Part II: High School to College Matriculation • Academic Achievement • Personal and professional Development Part III: College Transition to Graduation & Career The Educational Lifecycle

• Academic foundation • Social/emotional development • Vision for success Part I Part I: Middle School to High School Preparation

•  K-6 •  Universal Pre-K •  Baby College (Harlem Children’s School) •  Middle School Programs •  Community-based and public school programs •  Prep for Prep •  Family Engagement Early School Interventions

• Transitions •  Identify them and stressors that normally occur • Academic Life •  Assessments •  Time Management • Social/Extra-curricular •  Interest and level of involvement Transition from Middle School to High School

• Academic skill development • Leadership skills • Interests defined Part II Part II: High School to College Matriculation

• Barriers •  Diversity of student issues with race and ethnicity •  Financial Challenges •  Family Support •  Utilizing Resources •  Interpersonal Challenges •  9-12 Academic Achievement •  College Guidance Transitioning from High School to College

•  Assessment of current student situation •  Curriculum rigor and achievement •  Academic and Social •  Identifying gaps •  Family influence •  Motivation •  Interests and college fit Providing College Access

•  Financial considerations •  Intervention •  Secondary school College Counselors •  AVID: Advancement Via Individual Determination •  National College Advising Corps •  Pre-Summer College Programs •  Franklin and Marshall College Prep Program •  Community Based Organizations •  Prep for Prep, Urban Youth Collaboration, City Squash, Posse Foundation, REACH Prep and Figure Skating in Harlem. Providing College Access

•  Prepare Campus for the arrival of diversity •  Strategically align resources •  Target to Open Resources •  Connect with Outside Resources Strategies

• Academic Achievement • Personal and professional Development Part III Part III: College Matriculation to Graduation & Career

•  Academic + Social = Professional Advancement •  Vision for Future + Realistic assessment of skills and Career Requirements = Opportunity •  Practical Skills •  Self Advocacy •  Asking Questions •  Breaking Tasks into Manageable Parts •  Using the resources = empowerment Equations for College Success

•  Summer Bridge Programs •  Loyola University Maryland: Ignatius Scholars Program •  Boston College: College Transition Program •  College Guidance (Prep for Prep) •  Graduation Rates Successes for Male Students of Color

•  At college level: •  What outside organizations do your students attend? Is there organizational collaboration? •  Does your bridge program extend into academic year? •  Does it expect ongoing relationship with faculty of advisors – how is this structurally designed? •  How has the environment prepared itself for the diversity? •  Educated staff and faculty •  Physical environment of openness •  Consider potential financial barriers to early support and success •  Created programs to target specific groups Questions for the Audience

•  Cindy M. Perez •  Director of College Guidance •  cperez@prepforprep.org •  Sheilah Shaw-Horton •  Vice President for Student Development, Loyola University •  sshorton@loyola.edu •  Ricco Siasoco •  Director of Undergraduate Affairs •  rsiasoco@prepforprep.org Contact Information

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