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ENLACE for Latino Stu Dents WEAVING a PATH to SUCCESS for LATINO STUDENTS the ENLACE Initiative of the W.K

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ENLACE for Latino Stu Dents WEAVING a PATH to SUCCESS for LATINO STUDENTS the ENLACE Initiative of the W.K W e aving A Path To Su c c ess ENLACE For Latino Stu dents WEAVING A PATH TO SUCCESS FOR LATINO STUDENTS The ENLACE Initiative of the W.K. Kellogg Foundation Early success stories from around the country atinos are the fastest-growing segment of United States college-age youth. However, Latino college Ladmission and completion rates lag behind those of other groups. What prevents Latino students from achieving their dreams? How will we as a nation remove obstacles and create pathways to college success for Latino children? Numbering some 35 million, Latinos are the nation’s largest ethnic group. Latinos make up nearly 15 p e rcent of the nation’s college-age population (18–24 years of age). Latinos are projected to be 22 p e rcent of this group by 2025.1 This young population is also a growing segment of the workforce. By 2025, one of every five U.S. workers will be Latino. Will they have the education and skills to contribute to our economy? How can our educational institutions better equip this growing population for economic pro s p e r i t y ? The W.K. Kellogg Foundation is funding a national initiative called ENgaging LAtino Communities for Education, or ENLACE. Midpoint in a four-year implementation phase, ENLACE (pronounced en-LAH-seh) seeks to increase the number of Latino high school and college graduates. In Spanish, enlace means “link” or “weave together.” The initiative includes 13 partnerships in 7 states that are linking colleges, K–12 schools, and community groups. These partnerships create ways to keep Latino students engaged in school and support their progress as they move to college along the K–16 p a t h w a y. ENLACE is creating a more seamless path to college, increasing supports to students and families, and seeking community-driven educational re f o rms. This publication shares compelling, early success stories. For more than 20 years, the nation’s dro p o u t and achievement rates for Latino students have not improved. Anyone committed to changing the status quo for these students—including federal policymakers, state legislators, school districts, and local educators—will find food for thought and fresh strategies within these pages. WHAT IS ENLACE? WHAT IS ENLAC E ? •An ambitious model for increasing Latino student success along the K–16 educational pathway •13 partnerships of colleges and universities, K–12 schools, community organizations, and families i n 7 states • P a rtners working together to increase opportunities for Latino youth in college pre p a r a t i o n , a c c e s s , retention, and graduation WEAVING A PATH TO SUCCESS FOR LATINO STUDENTS AN INTRODUCTION TO THE PARTNERSHIPS, APPROACH, AND PROMISE OF ENLACE 4 CREATING A SEAMLESS PATHWAY TO COLLEGE 13 A SEAMLESS PATHWAY AT WORK: SANTA ANA ENLACE 14 EARLY ENLACE LESSONS 16 ENLACE PARTNERSHIPS ARE STRENGTHENING POINTS ALONG THE K–16 PATHWAY Hi l l s b o rough County: Eighth Graders “Making History” 18 Santa Ana: Creating a Culture for Higher Education 20 So u t h e rn New Mexico: Saber Y Hacer: Road Map to College 22 Central / South Texas: Growing Impact of High-Stakes Tes t s 24 STRENGTHENING SUPPORTS FOR STUDENTS 27 SUPPORTING STUDENTS AND FAMILIES: SOUTHERN NEW MEXICO ENLACE 28 EARLY ENLACE LESSONS 30 ENLACE SITES ARE SUPPORTING LATINO STUDENTS Brownsville: Science Renaissance Spurs Student Achievement 32 Austin: “A” is for Advocacy 34 Miami: Accent on Math and Reading 36 Santa Barbara: Mentoring for College Starts Early 38 Northern New Mexico: Today’s Students, Tomorrow’s Leaders 40 CHANGING EDUCATIONAL INSTITUTIONS 43 CREATING CHANGE FROM THE BOTTOM UP: ALBUQUERQUE ENLACE 44 EARLY ENLACE LESSONS 46 ENLACE PARTNERS ARE SEEKING SUSTAINABLE CHANGE Chicago: Learning Communities Make Students Extraordinary 48 Bronx: It Takes a Borough 50 Phoenix: Investing in Learning 52 Albuquerque: Family Centers: Model for Parental Involvement 54 ENLACE IS SEEKING SOLUTIONS ENLACE FOCUSES O B S TACLES ON THE PAT H WAY BY ENGAGING LATINO COMMUNITIES ON LAT I N O S FOR LATINO STUDENTS S E E K I NG SOLUTIONS FO C US ON LAT I N O S FOR LATINO STU D E N TS elieving in the promise of Latino2 students, the Kellogg In promoting community-driven, “home-grown” solutions, atinos are the largest ethnic group in the nation. Some atino students are creating new family legacies by BFoundation decided to invest in their educational E N LACE activities target multiple points at which to L a re long-time citizens, while some are more re c e n t L being the first to graduate from high school or go on a c h i e vement. With a mission “to help people help s u p p o rt students along the K–16 educational pathway. arrivals, attracted to the United States by the possibility of to college. Thus, Latino parents are learning together with their children how to maneuver ahead on the educational themselves,” the Foundation invited Latino communities, Most sites focus on students in high school and college, work and better lives. pathway. At the same time, many parents deal with what families, and educators to seek their own solutions. with additional consideration for middle grade students can seem a Catch-22: embracing education as a way regarding greater early-college awareness and preparation. While the language or physical appearance of today’s to improve their childre n’s lives but fearing that an These stakeholders are partners in ENLACE, led by immigrants may be different, their stories are the same as educational degree also might cause young people to Hi s p a n i c - s e rving institutions of higher education. E N LACE frequently is the catalyst to engage parents and those told for centuries by America’s newcomers. Ma n y leave the family behind. With 13 sites, some ENLACE partnerships build on families in new ways. In that way, ENLACE is an approach come from low-income backgrounds. Many are from strong relationships in existence for years. Others are to engaging more partners in the process of learning. rural areas. Some have little experience with formal school For Latino students, the obstacles on that pathway are many. Families with lower incomes tend to live in school breaking new ground, linking community members, The recipe for student success is a menu of options that are systems. They are simultaneously learning a new language, districts that are strapped for re s o u rces. These schools institutions, and organizations that have not worked effective, flexible, and responsive. Each site is implementing working, and becoming familiar with new institutions and often lack the academic rigor and breadth of extracurricular together before specifically for Latino education. a different mix of activities based on its local context. ways of life. activities that best prepare youth for higher learning. C l e a r l y, today’s Latino students will be a major part of Many young Latinos live with daily realities that get in tomorrow’s workforce. In the workplace of the future, all the way of learning, including full- or part-time jobs to workers will need more education—not less. Educating help support their families, or other family responsibilities such as child care or cooking. Often, Latino youth lack Latinos is an investment in our nation’s economic and space at home to study or do homework. social future. More recent immigrant students are doing more than learning content—they are mastering two languages at A CHANCE TO DREAM once. Often their parents work long hours, some at two Each site developed a four-year action plan to increase The re s e a rch is clear on what helps underserved students A CHANCE TO DREAM or more jobs, and have difficulty attending school events Latino educational opportunities during an initial, make the transition to college. Engaging parents, providing and making meaningful connections with teachers. Others come from cultures where school systems are 18-month period of community dialogue and needs college-preparatory activities, exposing students early to the very child is born with both the potential and ability entrusted with nearly every facet of a child’s social and assessment. In 2001, sites began implementing the plans. world of higher education, providing early academic rigor, to learn. Are they given a chance to dream? Are they educational development. Some don’t feel welcome at June 2003 marks the end of ENLACE activities over and building positive peer groups are all strategies shown to E told they are bright enough? Do they know what to school, because of language and other barriers. two full school years. make a difference.3 dream for? Do they have the right role model to inspire, Home-life distractions are only compounded when the coach to offer support, and the advocate to push? The ENLACE sites are geographically dispersed in As much as possible, ENLACE activities are based on schools fail to recognize these realities. Many districts Can these “f i r s t - g e n e r a t i o n” students create new family 7 states, serving a cross-section of students from different best practices. Using evaluation, sites are working to are struggling with an immigrant influx and the resulting traditions by blazing a trail to college? new demographic trends. Also, these school bureaucracies backgrounds—Mexican, Cuban, Puerto Rican, Salvadoran, document the impact on students, families, and educational a re figuring out how to transform themselves from a Spanish, and more. What works for one group does not institutions.
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