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A Summary of Activities, Accomplishments and Hispanic Education Attainment: 2001–08

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A Summary of Activities, Accomplishments and Hispanic Education Attainment: 2001–08 White House Initiative on Educational Excellence for Hispanic Americans A Summary of Activities, Accomplishments and Hispanic Education Attainment: 2001–08 Prepared by: White House Initiative on Educational Excellence for Hispanic Americans 2008 The content of this report does not necessarily reflect the views or policies of the U.S. Department of Edu- cation, nor does the mention of trade names, commercial products or organizations imply endorsements by the U.S. Government. This publication also contains URLs for information created and maintained by private organizations. This information is provided for the reader’s convenience. The U.S. Department of Education is not responsible for controlling or guaranteeing the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion of information or URL does not reflect the importance of the organization, nor is it intended to endorse any views expressed, or products or services offered. U.S. Department of Education Margaret Spellings Secretary White House Initiative on Educational Excellence for Hispanic Americans Adam Chavarria Executive Director September 2008 This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permis- sion to reprint this publication is not necessary, the citation should be: U.S. Department of Education, White House Initiative on Educational Excellence for Hispanic Americans, A Summary of Activities, Accomplish- ments and Hispanic Education Attainment: 2001–08, Washington, D.C., 2008. To obtain copies of this report, write to: ED Pubs, Education Publications Center, U. S. Department of Education, P. O. Box 1398, Jessup, MD, 20794-1398; or fax your request to: 301-470-1244; or e-mail your request to: [email protected]; or call in your request toll-free to: 1-877- 433-7827 (1-877-4-ED-PUBS). If 877 service is not yet available in your area, call 1-800-872-5327 (1-800-USA-LEARN). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY) should call 1-877- 576-7734; or order online at: http://edpubs.ed.gov. This report is available on the White House Initiative Web site at: http://www.yesican.gov. On request, this publication is available in alternative formats, such as Braille, large print, audiotape or com- puter diskette. For more information, contact the Department’s Alternate Format Center at 202-260-0852 or 202-260-0818. Contents List of Figures ..................................................................................................................iv Letter From the President of the United States ................................................................v Letter From the U.S. Secretary of Education .................................................................. vii Acknowledgments ........................................................................................................... ix Foreword ........................................................................................................... ..............xi Introduction ..................................................................................................................... 1 White House Initiative Activities and Accomplishments: 2001–08 Partners in Hispanic Education ............................................................................. .......... 5 The Partnership for Hispanic Family Learning ................................................................ 9 Hispanic Science, Technology, Engineering and Mathematics (STEM) Education ........13 The Role of the Federal Government in Hispanic Education Attainment ....................... 21 Stakeholders and Assets in the Community ................................................................... 25 Channels of Communication............................................................................................ 33 Education Reform and Hispanic Education Attainment .......................... ....................... 41 Conclusion ..................................................................................................................... ..... 57 Bibliography..................................................................................................................... ..... 59 Appendixes Appendix A: Executive Order 13230 ............................................................................... 65 Appendix B: President’s Advisory Commission on Educational Excellence for Hispanic Americans . ........................................................................................... 69 Appendix C: Member Organizations of the Partnership for Hispanic Family Learning ........................................................................................................ 71 Appendix D: Title V—Developing Hispanic-Serving Institutions Program…………... ..... 77 Appendix E: Highlights from Foundations for Success: The Final Report of the National Mathematics Panel …………………………………………………………. ... 79 White House Initiative Staff…………………………………………………………………... 81 iii Figures 1. Percentage distribution of White House Initiative partner organizations, by type of organization: 2001–08 ........................................................................................... 10 2. National Assessment of Educational Progress (NAEP) trends in mathematics scale scores and score gaps for white, black and Hispanic students age 9: 1978–2004 ... 42 3. NAEP trends in reading scale scores and score gaps for white, black and Hispanic students age 9: 1975–2004 ....................................................................................... 44 4. NAEP trends in mathematics scale scores and score gaps for white, Hispanic and English Language Learners (ELL) eighth-graders attending Massachusetts schools: 2000–07 ...................................................................................................... 45 5. NAEP tends in reading scale scores and score gaps for white, Hispanic and ELL fourth-graders attending Florida schools: 1998–2007 ........................................ 46 6. NAEP trends in mathematics scale scores and score gaps for white, Hispanic and ELL fourth-graders attending Texas schools: 2000–07 ............................................. 47 A-1. Percentage distribution of Hispanic-Serving Institutions, by state: 2007 ............... 78 A-2. Title V funding amounts (in millions) for Hispanic-Serving Institutions, by funding year: 1999–2007 ........................................................................................ 78 iv v vi THE SECRETARY OF EDUCATION Washington, DC 20202 July 2, 2008 Six years ago, the No Child Left Behind Act (NCLB) changed education in this nation. This law, passed with bipartisan support, highlighted the idea that every child can learn and every school must be accountable for helping students achieve. The law’s core principles now guide our conversation on education. These include: annual assessments; disaggregating data to make sure we focus on all students, including poor students, minorities, and those with disabilities; timely information and options for parents; highly qualified teachers; and better use of resources. These principles will enable us to achieve the goal of all students performing on grade level or above by 2014. The Nation’s Report Card, or NAEP, continues to show that NCLB is working. Student achievement is rising while the achievement gap is beginning to close. For example, the percentage of eighth-grade Hispanic students with fundamental reading skills rose from 56 percent in 2005 to 58 percent in 2007. Since 2003, the achievement gap in eighth-grade math between white and Hispanic and white and African-American students narrowed by three points while all three groups made significant gains. The success of NCLB relies on support from many corners, including from businesses of all sizes, community leaders and civic organizations, and we continue to see their positive impact on the Hispanic community. They disseminate critical education information to families, encourage greater parental involvement, and help Hispanic children reach their potential and achieve dreams. Many of these organizations have partnered with the White House Initiative on Educational Excellence for Hispanic Americans, and some of their important work is described in this report. We have seen great academic progress among Hispanics and students of all backgrounds in the past six years, but challenges remain. Now that data is showing us we need to improve, we must work together to strengthen NCLB and keep the movement going forward. I look forward to continued cooperation to equip every student with a quality education and leave behind a legacy of which we can all be proud. Margaret Spellings vii vii viii Acknowledgments The White House Initiative on Educational Excellence for Hispanic Americans acknowledges Sec- retary Margaret Spellings for her leadership in advancing the activities and accomplishments out- lined in this report. In addition, this office appreciates the assistance, guidance and cooperation provided by Anne Dudro, chief of staff, Office of Elementary and Secondary Education; Norma S. Garza, executive director, National Board of Education Sciences, Institute of Education Sciences; Romanita Matta-Barrera, former deputy director, White House Initiative, and director of Hispanic outreach, Office of Communications and Outreach (OCO); Diana Perez, former deputy director, White House Initiative, and chief of staff, Office of
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