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. Midway through the initiative, compelling Or are they stifled and limited by school? Do educators “factory” model established to serve industrial America always work for all. An urban success may not translate stories of student leaders, parent advocates, inspired l ower expectations for them? Are there too few role to a “learning community” of the information age. to rural areas. teachers, and catalyzed partners are emerging from the 13 models that reflect their culture or experience? Is their ENLACE sites. They are energized by early successes and While many Latino students are perhaps “at risk” of E N LACE seeks to bridge th e biculturalism considered a fault instead of an asset? are learning from each other. poor educational achievement, they also are “at promise.” gap betw ee n L atin o stu dents ’ Are parents discouraged, or even afraid, to get involved T h e re may be less time for scholarship in their lives, with the educational process because of language or but there is no shortage of talent, passion, or vision. re a l ity and th eir dre a ms . other barriers? Like all youth, Latino students dream big. 6 7 THE ENLACE SITES THE ENLACE SITES THE S I T E S THE S I T E S

S t a t e Lead Institution Examples of Key Activities S t a t e Lead Institution Examples of Key Activities

Arizona Arizona State University, Tempe Businesses sponsor a peer tutoring program in four high schools, New York Lehman College, City University of Targeting middle–grades students and parents, activities focus THE ENLACEmphxenlace.asu.edu/ SITES as well as summer bridge programs to help students transition New York, Bronx on cultural enrichment and increased parent leadership. into college. www.lehman.cuny.edu/bronxed/

California Santa Ana College, Santa Ana Colleges and high schools create “higher education centers” in Texas Texas St. Edward’s University, Austin Along with K–12 public schools, the alliance includes a www.sac.edu/community/partnerships/enlace/ high schools to increase early awareness of college demands on www.idra.org/enlace/stedwards/ community college, businesses, and Austin Interfaith partners students and families. Parents get engaged in education through that are strengthening community and parental involvement. Padres Promotores de la Educación. Southwest Texas State University, San Marcos Po s t s e c o n d a ry partners hire coordinators, or p ro m o t o re s, University of California, Santa Barbara University students mentor middle-grades “scholars” and their www.health.swt.edu/cstep/ to support student preparation for college and future careers, research.ucsb.edu/ccs/enlace/ families, while Oxnard and Ventura partners reach out through and align high school graduation standards with college bilingual videos, culturally appropriate curriculum, and rurally admission re q u i rements. based programs. University of Texas-Brownsville/ The alliance targets improved math and science education. Florida Florida International University, Miami University students tutor youth in all schools. Increased literacy Texas Southmost College, Brownsville Students who take academically rigorous courses are more faculty.eng.fiu.edu/~enlacemiami/index/ skills are offered to elementary students and parents. A new www.utb.edu/ likely to go on to college. parent network focuses on leadership and advocacy.

University of South Florida, Tampa Targeting first-generation Latino students in three high school/ www.usf.edu/ middle school clusters, activities build early college awareness and enrichment through museum and community part n e r s .

Illinois Northeastern Illinois University, Chicago The university signed dual admissions agreements with five www.nein.edu/~enlace/ community colleges. Postsecondary Latino staff and community members are ENLACE Fe l l ows, becoming role models and developing leadership skills.

New New Mexico State University, Las Cruces To increase literacy, lessons incorporate Latino literature and Mexico www.nmsu.edu/ authors. A parent university aims to provide a forum to unite parents, providing them with leadership and advocacy skills.

Santa Fe Community College, Santa Fe Leadership development activities involve secondary and n 13 communities nationwide, many different partners Partnerships among educational institutions and communities www.santa-fe.cc.nm.us/ postsecondary students across the geographically dispersed partnership. I bring re s o u rces and experience to ENLACE. Led by based on mutual benefit, mutual respect, and mutual Hispanic-serving institutions of higher education, ENLACE accountability are critical to ENLACE. By working together, University of New Mexico, Albuquerque Family resource centers seek greater community involvement p a rtnerships include K–12 schools, community colleges, ENLACE partners can tap into resources and align services www.unm.edu/~enlace/ in education. Peer mentoring and greater university counseling target increased student retention. Programs also promote new community organizations, and families. to best serve Latino students. Engaging communities in this and current Latino teachers. way creates the “buy-in” for solutions to have impact today In i t i a l l y, each partnership identified its needs and assets and tomorrow. With additional strategies in such areas as Together, these three partnerships have formed The collaborative includes statewide strategies in policy, a separate statewide partnership: e valuation, communications and in student leadership based on its local context, examined best practices and leadership development and policy education, ENLAC E ENLACE in New Mexico Collaborative development. re s e a rch, and designed blueprints to increase college access seeks to achieve lasting systemic change to benefit future www.enlaceinnewmexico.com/ and success. This intentional process built compre h e n s i ve , Latino students. s t u d e n t - c e n t e red plans, as well as s t rong re l a t i o n s h i p s among partners. 8 9 3 KEYS TO BOOSTING LATINO SUCCESS B OO ST I NG SUC C ESS

argeting different regions, serving diverse Latino Tpopulations, and using multiple approaches, ENLAC E intentionally has avoided a “o n e - s i ze - f i t s - a l l” model. At 13 sites, ENLACE activities address a variety of points to support Latino students along the K–16 educational pathway.

Ge n e r a l l y, activities can be grouped into three themes. Promising practices emerging from the sites point to these key elements needed to ensure educational achievement for Latino students:

1. Creating a Seamless Pathway to College: We must create a smooth and direct pathway to college that helps students move from one level of school to the next, informed and prepared. Classroom expectations must be clear to students and families. Curricula and standards should be aligned from middle to high school to college. Policies by schools and colleges should encourage students to pro g re s s along the pathway, through high school and toward a college d e g ree. Students who will be the first in their family to graduate from high school or attend college need help in negotiating the K–16 pathway.

2. Strengthening Supports for Students: We must strengthen supports for students and families at d i f f e rent points in this pathway, from stronger college-pre p curriculum to greater involvement of parents and community members, including mentoring and tutoring programs and leadership development that prepares students for productive l i ves and the rigors of college. For students and parents, i n t e n s i ve, one-on-one attention and personal outreach are critical to success.

3. Changing Educational Institutions: We must change the way our educational institutions work by engaging them more deeply with their local community, attracting new partners, leveraging public and priva t e re s o u rces, finding cre a t i ve ways to finance college for all Latinos, and opening doors to genuine parent participation. K–12 schools and colleges should acknowledge the promise of Latino students, fully engage Latino families, and be more responsive to the needs of these underserved students.

10 ENLACE K–16 PAT H WAY: KEY EACTIVITIES N LACE ACT I VI T I ES

E L E M E N TA RY SCHOOL I N T E R M E D I ATE-MIDDLE SCHOOL HIGH SCHOOL COMMUNITY COLLEGE & UNIVERSITY E LE M E N TARY I N T E R M E D IAT E - M I D DLE SCHOO L HIGH SCHOO L C O M M UN I TY COLLEGE & UN I VE RS I TY

C ross-age mentoring and tutoring matches P a rents understand pre-college expectations, High school graduation requirements are Summer programs orient incoming students to middle school, high school, and college students and students take proper college-prep courses changed to reflect university admission the demands of successful college achievement with elementary students; tutoring primarily such as pre-Algebra by grade 7 standards, including access for Latino focuses on literacy students to college-prep classes Student services advocates target incoming Students make campus visits to local freshmen for extra support Reading corners are established for parents community colleges and universities Tutoring and one-on-one attention help students in neighborhood and community settings and learn about educational options meet standards and make up lost cre d i t s Latino students provide peer-to-peer support and faculty provide mentoring to new Latino Students pursuing teaching careers and current College faculty and students provide M o re information about college options, enrollees “champion teachers” provide role models for enrichment courses and activities for middle admissions, financial aid, and the benefits young students grade students of higher education is provided to students Partners use creative ways to increase access and families to scholarship and financial aid for all Latino C h i l d ren and parents learn English, as well as Students learn study skills, while tutoring students leadership and life skills focuses on reading, math, and science Educational information is spread to communities through community fairs Enrollment and retention data are Parents learn early about the U.S. school system Students take field trips to museums and and media campaigns disaggregated by ethnicity to enable and the educational process cultural events communities to follow progress Parents are engaged in education through Older Latino students serve as mentors to family centers, outreach efforts, training College and university students serve as middle grades students and their families programs, and adult education mentors and role models to youngsters

Parents support other parents through Students develop leadership skills to become Dual enrollment agreements between promotores and “parent university” programs better problem-solvers and advocates community colleges and universities allow students to easily transfer from a two-year Schools facilitate positive peer groups for Latino Classes in Latino literature and Chicano Studies program to a four-year institution students to support fellow students s u p p o rt a positive student identity that is critical to achievement Students develop leadership skills and advocacy skills for greater educational opportunities Business and government professionals mentor students and provide internship and career Latino faculty and community members opportunities develop leadership skills to transform individuals and institutions Students take pre-college tests and receive college entrance exam preparation classes Graduate students receive enrichment opportunities and resources of support 12 13 C R E ATING A SEAMLESS PAT H WAY TO COLLEGE A SEAM LESS PATHWAY TO COLLEGE

s for all journeys, how you prepare for the long road Depending on the locale, such policies can include: A to college makes a difference. ENLAC E ’s approach ● implementing curriculum changes to meet the language, to boosting Latino achievement rests on the premise that math, and science proficiency needs of Latino students; p reparation for college success begins early and must be ● eliminating “t r a c k i n g” practices that limit college sustained throughout the school years. That’s where the 13 eligibility for Latinos; E N LACE sites are focusing their energies. In the pro c e s s , ● aligning high school graduation requirements with they are connecting the pieces of the educational pathway college admission standards; and that too often remain fragmented. ● removing other obstacles in order to smooth students’ transition from middle and high school to college, What does it take to create a seamless pathway to college and from two-year college to four-year unive r s i t y. for Latino students, who face real and numerous challenges? First-generation, college-bound students and their parents need guidance to navigate this sophisticated path. Su c h guidance must cover a broad range of information: which ENLACE’s approach to middle school and high school classes build a strong academic foundation for college entrance and re t e n t i o n ; boosting Latino achievement which pre-college tests must be taken; what types of colleges and universities make up the universe of higher education; and where to go for financial aid. rests on the premise that

Schools make up the pavement for the seamless pathway. preparation for college School-related policies can facilitate or frustrate the traveler, either smoothing the pathway or making it impassable. su c c ess begins early and must be sustained throughout the school years.

15 A SEAMLESS PAT H WAY AT WORK: SANTASAN TANAA ANA ENLACE ENLAC E anta Ana ENLACE makes its home in a Southern California city in which nearly 80 percent of residents are Latino and S92 percent of K–12 students are Latino. The ENLACE Pa rtnership consists of a community college, two universities, Reach stu dents where they are public schools, and community organizations. It is led by Santa Ana College, a two-year institution. with the inform ation they need

By starting early to ignite and sustain each child’s passion for college, and connecting the tough leaps from one level of school As with the Padres program, outreach to Latinos, with to the next, Santa Ana ENLACE is doing what re s e a rch has long suggested works for students—truly creating a seamless one-on-one attention, is critical to engaging Latinos pathway to college. At a glance, here are some of their solutions: in education. Carving out space at local high schools, the Santa Ana ENLACE partnership has created M a ke su re stu dents get needed pre – h igh school Give stu dents a taste of college early and pre - c o l lege cou rs e w ork college-focused hubs called “Higher Ed u c a t i o n Centers” for students, parents, staff, and faculty. To get on the right track, seventh grade pre-Algebra Preparation for the journey to college begins with In the centers, higher education specialists, college and eighth grade Algebra have been adopted as students setting college goals early. Santa Ana representatives, and counselors supply Latino students standard courses for all students districtwide. This ENLACE provides students with a multitude of and their families with critical college information ensures that no student will get to high school and pre-college experiences that include opportunities for and hands-on guidance on how to get there. T h e find out—too late—that he or she has missed the students and parents to visit college and unive r s i t y effort expands upon an existing collaborative between college prerequisite courses. In addition, high school campuses, beginning as early as kindergarten and the school district and higher education institutions. graduation requirements have been elevated to match continuing through middle school and later. the entrance re q u i rements of the state’s higher Additionally, Santa Ana College sponsors a “Middle education system. Going a step further, Santa Ana College High School” on its campus. This is literally College offers college-level courses in local high a high school that operates within the confines of schools. Math and English are stressed because high the college. Se c o n d a ry students share hallways, school graduates frequently need remedial work in recreation spaces, and other learning opportunities these classes as college freshmen. with postsecondary students.

E m p o w er stu dents and fa m i l ies by inform ing th em Bu i ld bridges from com mu n ity college to a bout what it ta kes to go to college fou r - year institutions Give you n ger stu dents older ro le models For most Latino students, college life begins at an Padres Promotores de la Educación (Parent Education to mentor and gu ide th em Promoters) are an active network of parents of open-access community college. At these two-year middle school and high school students. These institutions, there often is more personal attention, Students who successfully transition to college parents are trained to communicate information greater racial diversity, lower tuition and other costs, continue to re c e i ve mentoring from upperc l a s s m e n about the school system and higher education and increased co-curricular services. Too often, who we re once in their shoes. At the Chicano options to other parents through nontraditional though, the bridge from community college to Re s o u rce Center at California State Un i ve r s i t y, methods, such as home visits, informal neighborhood the university is complex, intimidating, or simply Fullerton, undergraduate students provide mentorship presentations, and community venues such as block invisible. Santa Ana ENLACE has tackled this to Santa Ana high school graduates, and information or church associations. In the process, these parents challenge, signing dual admission agreements that on scholarships, graduate school transfers, and prepare to support their own children in their quest expedite transfer from community college to p rofessional development opportunities to other for a college education, while building a community f o u r - year institutions such as the Un i versity of u n d e r g r a d s . of connected, multilingual parents. California, Irvine.

16 17 E A R LY ENLACE LESSONS CREAT I NG A SEAM LESS PATHWAY TO COLLEGE

M ore states and school districts sh ou ld consider First-generation students need more support to get a do pting coh esive com preh ensive edu c ation a l to college. approaches or systems in which students are “handed off” seamlessly from kindergarten through college. When there is no map, the road to college is very bumpy. Many Latino students are the first in their families to The road to a bachelor’s degree begins early. In fact, students graduate from high school, much less college. With few who are off-track by third or fourth grade often never catch role models guiding them toward higher education, these up. Curricula should be aligned across middle school, high students need personal support and mentoring. Like a school, and college. For example, to be on the optimum growing number of all students, they also need academic college-bound path, children must take Algebra by the support and tutoring. Further, a large majority of Latino eighth grade. High school graduation requirements should students need financial support to attend college. More match college admission standards. Students and families public re s o u rces must be dedicated to early college must clearly understand expectations. Admissions standards awareness and preparation programs, as well as to grant at higher education institutions set the agenda for learning and scholarship dollars for college. by younger students. Accordingly, colleges and universities should operate all K–16 programs in areas such as college- Latino families need help and support to get their p rep activities, summer enrichment efforts, and student students through high school and into college. outreach services in a coordinated fashion. Many middle-class American families have a skill set for finding their way through the higher education maze , gleaned from family, friends, neighbors, and even their own alumnae networks. In contrast, more than one-third of Latino adults did not graduate from high school. In o rder to help children with their homew o rk, to become c o m f o rtable with the educational system, and to support their childre n’s quest for college, Latino parents need opportunities to build their own language, advocacy, and educational skills. Attending to parents’ own gaps can help them contribute more effectively to their children’s success.

18 EIGHTH GRADERS “MAKING HISTORY ” MA K I NG HI STO RY

iddle school students in Hi l l s b o rough County, Studies also point to increased academic performance among One female student wrote about her grandfather: He was MFlorida, are literally “making history” in Cuentos de students who had increased ethnic identification and who d rafted for Wo rld War II when he was 18. He stood guard mi familia—my family’s stories. The history project is a saw a place for themselves in the United States. “Wr i t i n g when the partisans in Italy hung Benito Mussolini and his collaboration among Hi l l s b o rough County ENLACE their own stories enables the students to become community two sons and his mistress. students and faculty from the University of South Florida historians for themselves and their families in this little (USF), Tampa, and five students from each of the county’s co rner of the Americas.” Another wrote: Eve ryone graduated from high school seven middle schools. It is also part of ENLACE’s efforts to except my mom and her sister. They dropped out in the i n c rease high school graduation rates, and to help yo u n g e r In the nine-week project, USF students visited the 6th grade…My mom and her brothers and sisters never students make the connection between middle school, high p a rticipating schools we e k l y, serving as helpers and went out to parties, except for family parties and church, school, and college. consultants to the younger students as they wrote, selected the reason being my grandparents were very strict. art, and took photographs to bring their stories to life, Pa rents thanked Mc K i e r n a n - Go n z a l ez profusely for the results; he thanked them for their stories. He learned more about Latino migration to the area from the histories.

W orking with a university Says Donna Parrino, ENLACE exe c u t i ve dire c t o r, “This project taught the students about historical research professor and stu dents, and writing. It imparted a sense of pride in their family and culture—and a better understanding of their place m iddle – gra des youth le a rn in history and in this community.”

The USF students also gained an awareness of the about college and themselves. variety and change in Latino lives in the county, while earning c redit in Mc K i e r n a n - Go n z a l ez’s class. The “family historians” a re now sharing their Cu e n t o s in presentations to c o mmunity audiences, starting with their own schools. A number of the stories have been published in La Gaceta (The Ga zette) America’s John McKiernan-Gonzalez, the USF assistant professor in explains McKiernan-Gonzalez. The eighth graders used their oldest trilingual (English, Spanish, and Italian) newspaper. h i s t o ry who spearheaded the project, explains, “For many reading, writing, and social studies skills for the project. minority youth, the litany of events covered in U.S. history courses is viewed as ‘white people’s history.’ Even when McKiernan-Gonzalez says the project is a “different way minorities have played strong historic roles, like the Navajo to understand the variety and richness of Latino lives in Code Talkers in World War II, or Ma rtin Luther King, Hillsborough County. Out of that came a real appreciation that h i s t o ry is considered to be the Anglo version.” for students’ families and a greater self-awareness of their own history.” One student related that he thought all older Re s e a rch shows a significant correlation between student people we re boring. After writing about his grandfather, alienation from mainstream American culture in middle he realized that they had interesting stories. school and falling academic performance, he continues.

20 21 C R E ATING A CULTURE FOR HIGHER EDUCAT I O N CREAT I NG A CULTURE

ow does one create a culture for higher education? Toni Ewing, center specialist at Saddleback High, says her One visit often leads to others. Topics range from HBy drawing on the richness of its natural re s o u rc e s , facility is “getting increasing student, parent, and teacher homework, after-school help, and high school graduation Santa Ana ENLACE has introduced two unique approaches traffic.” At Century High, coordinator Adriana Huezo says re q u i rements to various college-related issues. Response that are laying down roots to create that culture in its city she gets 50 to 60 information seekers per day. to the program is positive. Coordinator Katharina Zulliger high schools. explains, “Mo re parents are attending school meetings, Maria Ramirez, a parent volunteer at Century, says, are better informed, and know what to ask for now.” In promising moves, it has “exported” “The center is a great concept. It’s appealing and inviting “It’s in the interest of ou r the culture of higher education to the for students. I also think the centers are very valuable to Promotores get a modest stipend. The predominantly female c h i ldren to get an edu c ation. city’s four high schools and launched those who live far from city libraries,” where they might group of 36 delivers its presentations in Spanish or English. I want to help oth er parents Pa d res Pro m o t o res de la Ed u c a c i ó n access similar information. Her son, Samuel, is one of Pa rents generally want more information than p ro m o t o re s (Parent Leaders for Education), who those students making use of the center. A senior who is c a r ry. Their rule? “We don’t guess. We tell people we will u n derstand the importance of a re spreading the word about the considering the University of California, Irvine, for study get that information back to them after the meeting.” sc h o o l ing.” – Promotores vo lu nteer importance of education in general, in biology, he says, “I’ve been searching for scholarship and college in particular. assistance and filling out applications at the center. I find Why do they volunteer? “It’s in the interest of our children them very useful. All my friends use the center.” to get an education. I want to help other parents understand The programs are but two in a series of measures that the importance of schooling,” says one. Another explains, ENLACE has undertaken to eliminate barriers to a smooth Newer users and promoters of the centers are the Padres “ I ’m frustrated by the fact that I don’t have a care e r, K–20 educational path in the city that ranks first in the Promotores de la Educación, another program launched in so I want my kids to get a college degree to improve number of Spanish speakers in the country and in parents the past year to create the culture for college. The Padres their chances.” who don’t finish high school. Sara Lundquist, Santa Ana took a page out of an existing successful health model, College vice president of student services, says ENLACE which features peer-to-peer information dissemination. Above all, they value education and want their children— is “e x p o rting the college culture to the community and other parents—to acquire more schooling than they t h rough Higher Education Centers.” Creating these In their first eight months, the parents, operating individually did because they see education and college as keys to a “rich information hubs, staffed by p rofessionals,” gives or in pairs, have held 500 in-home pláticas (talks), as well as better future. the college a way to deliver guidance along the higher g i ven presentations to larger groups at community centers, education pathway to parents, students, and teachers. at the invitation of other parents. Located in the city’s four high schools, the centers have a potential audience of 12,000 students alone.

Se rvices run the gamut, from information on colleges, application processes, and academic and test preparation to help with applying for scholarships and financial aid. They are the stopping places for visiting college and u n i versity re p re s e n t a t i ves, as well as takeoff points for student and parent visits to university partner campuses. All are outfitted with computers for word processing and Internet searches. Their commonality is that they are parent- and student-centered “one-stop” information and se rvice centers for those seeking to achieve a college ed u c a t i o n .

22 23 SABER Y HACER: ROAD MAP TO COLLEGE ROAD MAP TO COLLEGE

rom her vantage point in the sunny courtyard at the FDoña Ana Branch Community College, assistant p rofessor in general studies Olga Viramontes knew something had to be done about the number of students who, once in college, we re forced to play catch up and do remedial work on her campus.

The student refrains she consistently heard—“No one told me I had to take certain courses” and “No one ever talked to us about going to college” — we re enough to push her, her peers, and Southern New Mexico ENLACE into action.

“ Students can’t even think about going to college without Field-testing started recently in Hatch, New Me x i c o , The field-testing also is going on at Valley High School, the right preparation,” she says. “They have to understand a small farming community whose students are mostly Latino. where Principal Mario Zuniga explains that the curriculum the relationship between middle school and high school and Valley Middle School Principal Jacob Mo n t a n yo said the has been integrated into the 50-minute advisory period Ta king Alge bra in eigh th what that has to do with college,” she explains. curriculum is integrated into a mandatory, daily advisory at his school. period, so it reaches all students. “The kids are re s p o n d i n g gra de was strongly “ Our experiences with older students remind us that well to it. We’re also taking the opportunity to include the All participating students learn how to prepare academically; asso c iated with ta kin g higher education has a language and culture all its ow n , ” curriculum in other parts of our day where we can.” h ow to apply for college admission; how to gain college says ENLACE director Elisa Sanchez. “For first-generation acceptance and enroll; and where to find financial assistance. a dva n c ed math in high sc h o o l , students, college can be challenging and daunting. T h a t At the middle school, students learn about such topics as Saber y Ha c e r also will feature visits to the Doña Ana w h ich in tu rn was stron g l y limits their ability to achieve higher education success. note-taking; different learning styles and what works best campus—to provide some college orientation and give asso c iated with a gre ater So they become casualties of a system they don’t understand.” for them; and how to read for comprehension. In other students the powe rful opportunity to actually picture w o rds, they are learning skills they can use immediately, themselves on a college campus. l ikel ih o od of atten ding To start demystifying college culture as well as smooth while arming themselves to survive academically. the pathway to college, ENLACE created Saber y Hacer Southern New Mexico ENLACE plans to share the Saber y c o l lege . ( K n ow and Do)—a 63-part, skills-based program for Hacer curriculum, making it available for wider use across students in grades 6–12. the country. A lth ou gh the adva nta ge of By leveraging its Kellogg Foundation re s o u rces with an ta king Alge bra in eigh th additional $10,000 grant from the College Board and “ S tu dents have to understand the gra de is clear, not all teaming Viramontes with middle school and high school teachers, assistant principals, and a parent, ENLACE schools offer it, esp ec ia l l y developed a road map to higher education. The curriculum rel ationsh ip betw een middle sc h o o l th ose schools where kids is being translated into Spanish to make it a bilingual tool. and high school and what that w h ose parents aren’t Is sixth grade too early to talk about college—and how has to do with going to college . ” c o l lege edu c ated tend to go. to get there? Not according to Viramontes, who says, “the earlier, the better.” – Olga Vira montes 24 25 GROWING IMPACT OF HIGH-STAKES TESTS GROW I NG IMPACT OF HIGH- STA KES TESTS

“GO TO COLLEGE, ANY COLLEGE, BUT GO!” determine how you get things done, and sometimes they’re to a college degree. If a student doesn’t pass, the option i n t e r p reted in a manner that is not helpful for students, is remediation—and to try again, or settle for a certificate hat message, emblazoned on a banner, captures especially Latinos.” in a vocational or work f o rce program. For Latinos, this Tthe essence of the Central/South Texas ENLAC E test acts as a major barrier. Recent data indicate that of Pa rtnership (CSTEP), which covers a 47-county area Local policies often take precedence because of their the more than 23,000 Latinos entering a Texas community and multiple partner institutions and cities. i m m e d i a c y. For example, he says, “Cu r re n t l y, there is no college in 1996, two-thirds req u i red and rec e i ved rem e d i a t i o n . systematic method being used to track college enrollment Certainly, this points to poor academic and test preparation Local education advocates, or p ro m o t o re s, lead local of our high school graduates. With budget cuts, and districts in elementary and high school, and re p resents a delay in coalitions—all geared to the goal of increasing high with no attendance officers, it is just not a priority.” students’ academic careers. school and college graduation rates, but with strategies This information is often the first step in determining tailored to local needs. How advocates go about that work what works and what doesn’t in the effort to pro m o t e To improve Latino student performance on this test, is affected by school policies. college to Latino students. So CSTEP is trying to find the CSTEP team has devised a number of strategies such its own way to track this information, which is crucial to as strengthening students’ math skills, providing hands-on Whether at the local, regional, or state level, policies have measuring its own success. tutoring sessions, and making certain that teachers are an impact on ENLACE work. They can either support using classroom activities to build test-taking skills. efforts to boost Latino student achievement or make them For students who do go on to college, a state test policy Only 35% of Latino stu dents more difficult. can prove to be a formidable hurdle. New college students Since local policies vary, each local coalition decides which must pass the TASP test (Texas Academic Skills Program), a re most critical to Latino student achievement. In Sa n a re enro l led in college “Education policy is very important,” says CSTEP director taken during the first semester, or no more than 8 hours Ma rcos, Texas, for example, there is currently a major prep a ratory or academ ic Marco Montoya. “It is the gasoline for the engine. Policies of college credit can be earned. The test becomes a gateway discussion on the subject of Algebra—who should take it and how to teach it. In many districts that teach Algebra pro gra ms that provide in middle school, either a grade school or middle school a c c ess to fou r - year teacher may decide who will take the subject. Because c o l leges or rigorous of the shortage of certified math teachers, educators teaching out of field are another sticking point, particularly tec h n ical schools, as when they wield the power to open or close the door on c om p a red with 43% of the course. Afric a n - A m eric a ns and For now, there is a task force studying that issue, with higher 50% of whites . education content experts and high school math teachers talking with each other for the first time about math e d u c ation policy. “The questions have become: ‘How do Only 63% of Latinos we improve teacher education in math?’ And ‘How do we c om p lete high school, as get all middle school kids to complete Algebra?’ That c o n versation is leading to important policy change,” c om p a red with 81% for Mon t oya explains. Afric a n - A m eric a ns and

These policy changes may then make the message 90% for whites. “GO TO COLLEGE, ANY COLLEGE, BUT GO!” more reality than dream. 27 STRENGTHENING SUPPORTS FOR STUDENTS S U P PO RTS FOR STU D E N TS

NLACE recognizes that it takes more than a challenging Many promising practices that strengthen student supports Ecurriculum and good teachers to help Latino students are built on a “bubble-up” philosophy. Parents and families reach college. That’s why ENLACE focuses on strengthening a re an undeniable source of support for students, when s u p p o rts for students, ensuring that Latino students have they are empowe red with the skills and information they an equal chance to succeed by giving them not just strong need. T h a t’s why ENLACE partnerships are building the academic offerings, but solid tutoring and mentoring leadership and advocacy skills of parents, as well as those p rograms. ENLACE also of older students, who then supports students by helping mentor younger ones. Parents their parents and communities support parents, and students become more college-savvy. su p p o rt each other. In many instances, ENLACE prog r a m s ENLACE rejects a one-size- a re creating extended family fits-all model. Instead, each s u p p o rt systems where site has flexibility to create there is a nurturing sense a menu of strategies that of la familia. s u p p o rt its particular students’ needs, including: New skills and acquired ● coordinating mentoring confidence are contagious, and tutoring in English, and “bubble up” to impact science, and mathematics; upon the old and yo u n g ● creating a “college-going alike. When ENLAC E culture” by increasing early p a rtners re a l i ze how much college-awareness; p ower they have to self- ● providing how-tos in ap p l y i n g determine and advocate for college admission and financial aid; and for community concerns they, in turn, can push the next ● increasing leadership, life, and study skills by students generation of leaders to reach for their dreams too. and families.

Parents and families are an undeniable source of support for stu dents, if they are em p o w ered with the righ t skills and inform ation .

29 S U P P O R T I N G S T U D E N T S A N D F A M I L I E S : S OS U OT UH THERNE R N N E W NEW M E MEXICO X I C O E ENLACN L A C E E outhern New Mexico (SNM) ENLACE, a partnership led by New Mexico State Un i ve r s i t y, provides a strong Sexample of how the ENLACE initiative is strengthening supports for students. Targeting Las Cruces and two ru r a l school districts, the K–12 population ranges from 65 percent to 93 percent Latino. Local ENLACE leaders have embraced Mentoring the following strategies:

Targeting incoming New Mexico State University Defin ing the Pro b lem Supporting Students and Parents freshmen, SNM ENLACE is seeking to link students with faculty and staff members to serve as mentors. The program is designed to mirror a traditional SNM ENLACE persuaded the Las Cruces School Like several other ENLACE sites, SNM ENLACE Mexican family relationship called the Compadrazgo, Board that the Latino high school graduation rate— has developed a program that seeks to incre a s e or co-parent, in which someone acts as godpare n t h overing at 67 percent—was unacceptable, and parental understanding of educational systems and (p a d r i n o or m a d r i n a) for young people. Mentors re p resented a community crisis. The board then build advocacy skills. In Las Cruces, this effort is provide guidance to the student and his/her family passed a resolution to create an action team of called the “Pa rent Un i ve r s i t y.” Bilingual training on the path to college. For Latino students who E N LACE and school re p re s e n t a t i ves to identify is offered re g u l a r l y, such as eve ry two weeks, at don’t have parents or siblings who attended college, barriers and good practices that hinder or contribute c o n venient times for families. the personal and practical supports provided by this to Latino student success. “After fact-finding, the kind of extended ENLACE mentor community are action team will recommend goals for the board’s T utorin g pivotal to educational success. strategic plan to correct problems,” explains ENLACE director Elisa Sanchez. “The collaboration recognizes Direct academic support for students is provided by that education is eve ryo n e’s business. Wo rking all ENLACE sites. Often, tutoring comes from older together, we can create an educational system where Latino students who build trust and who also can all students succeed.” demonstrate to youngsters that they have been “in Raising Expectations their shoes.” College students tutor high schoolers, and high schoolers tutor middle grades or elementary c h i l d ren. SNM ENLACE is providing tutoring in It’s never too early for children to start imagining middle and high schools by AmeriCorps volunteers. themselves in college. As early as sixth grade, students Students are identified by teachers as needing p a rticipate in Saber y Ha c e r (or “If I Ha ve the Promoting Litera c y “just a little extra push” or individual attention to Knowledge, I Can Do It”), which works to provide succeed. At first, the program struggled to reach pre-college study skills and demystify college. College instructors and school teachers worked together with Research shows that when children see themselves middle school students, who didn’t want to be students to develop this skill-building curriculum, in books, it motivates them to read more, and singled out as needing extra help. After a few months, which is planned to be offered to middle school and enhances their sense of identity—which, ultimately, though, students were asking for tutoring, even when high school students. Tailored to grade level, lessons boosts academic achievement. T h a t’s why SNM sessions occurred in the middle school commons focus on note-taking, study, and other academic skills. E N LACE is promoting Latino literature. T h i s area—in full view of other students. includes sponsoring library days and publishing student writing anthologies based on works by Latino authors.

30 31 LessonsE A R LY Being ENLACE Learn LESSONS e d IN SUPPORTING LAT I N O S T h rough ENLACELESS Part n O e r NS s h i p s IN SUPPO RT I NG LAT I N O S

Communities must acknowledge the challenges facing accepted by a four-year institution. Yet, Latino students Latino students as well as their assets. often struggle in these areas. Students need support earlier in their educational careers, and high expectations fro m In too many places, dropout rates of 65 percent or more teachers and other school staff should be the norm. If failure for Latino students have become acceptable. Often, there becomes unacceptable to school leaders, then solutions will is a huge communication or perception gap. Schools may be created that ensure academic success for eve ry Latino pe rc e i ve students as disinterested and parents as disengaged. student. Schools must use especially crea t i ve ways in meeting However, parents may not even know that their children the educational needs of migrant and transient students. a re failing. Others feel unwelcome at school. To begin to close this divide, the symbolic act of recognizing the The learning process must honor cultural differences of p roblem can be a positive way to start. This gets an Latino students, understanding that positive identity is e n t i re community on the same page, and provides a at the root of success. d o o rway to partnerships that address the specific needs of Latino students. It should be noted that the No Child The nation’s Latinos are widely diverse in traditions, values, Left Behind Act requires school districts to acknowledge and beliefs. Depending on their immigration status, Latino and address low-performing schools. families have different levels of acculturation to life in the United States. Too often, cultural differences or language Communities must commit to academic excellence for barriers cause Latino students to feel ashamed of who they Latino students. a re, lessening their self-esteem and chances for success. This presents challenges to families who may perc e i ve L i t e r a c y, math, and science skills are keys to academic acculturation as “losing one’s ro o t s” rather than gaining, success, and gateways to higher education. No matter how perhaps, an expanded identity as a multicultural person. intelligent the students may be, if they don’t have these skills Successful educators understand cultural differences and upon high school completion, they are unlikely to be meet students where they are. Latinos need role models in the classroom. To address the teacher shortage, educational institutions can increase incentives to Latino teachers’ aides and other school staff so they can earn teaching degrees.

32 SCIENCE RENAISSANCE SPURS STUDENT ACHIEVEMENT STUDENT ACHI E VE M E N T

hey call him “the science guy.” For Omar Garcia, requires strong community support for success, Diaz says. And the ten college students, coordinated by “the science Ta graduate student at the Un i versity of Te x a s , Brownsville, population 150,000, is mostly Latino—half guy,” go into the community weekly to Boys and Girls Brownsville, and Texas Southmost College (UTB/TSC), under the age of 25. The school district, which has 45,000 Clubs, public housing sites, and community centers. “The there is amusement tinged with pride in that label. students and 2,000 teachers, faces a dropout rate of 53 students who attend get help with their homework first. percent. In addition, too few students take more than the Then we try to pique their interest in science by doing It’s a sign that he and his nine colleagues are making an required math and science. experiments, which they love,” Garcia says. i m p ression on the elementary and middle school students they are tutoring and mentoring—and it’s a hint that change In a policy move, the education board approved the Another outcome? Parent and student participation has is in the air. d e p a rt u re from textbooks to hands-on science for grades grown at the children’s museum science events and area K–5. Math and science courses for K–16 have been more science fairs. The change? Reform of K–16 science education, which is closely aligned. At UTB/TSC, where most of the city’s fueling a community-wide “science renaissance.” Behind educators get their degrees, 70 practicing teachers have been It may be a symbol of what a community can accomplish the movement is ENLAC E ’s LA BASE (The Brow n s v i l l e retrained with ENLACE scholarships. T h rough newly when it rallies for a cause—or a monument to the science Alliance for Science Education), aimed at increasing Latino c re a t e d courses, they have learned how to teach the new renaissance. Next yea r, Brownsville will have an observat o ry

Mentor coordinator Omar Garcia earned a bachelor’s degree last year. He credits ENLACE with his decision to enroll in graduate school.

high school and college graduation rates by improving science. Teacher candidates, too, are getting the training. for stargazing and other science events. ENLACE’s Ruth science literacy. Three times a year, UTB/TSC faculty volunteer their time Hunter shepherds the project, launched with a donated to train local teachers on new science content. And scientists telescope from UTB/TSC. That triggered other unexpected “Science, when taught properly, increases critical thinking are serving as mentors to educators. gifts—a former bank building to house the telescope; land skills and prepares students for more advanced academic on which the building will sit; an architect’s services; and w o rk,” explains Dr. Mario Diaz, ENLACE principal In the schools, Spanish and English Full Option Science the surveying and drafting services of college students. i n vestigator and dire c t o r, Center for Gr a v i t a t i o n a l System (FOSS) kits, the textbook replacements, have gone A s t ronomy Un i versity Center at UTB/TS C . into the elementary grades. Field trips to scientific sites are “City leaders are thrilled about the project,” says Hunter. closely aligned with classroom work. At the middle school “It used to be that we had to explain what we were trying “It means moving from textbook-based to inquiry-based l e vel, ENLACE funds the JASON Project, a multimedia to do and invite people to participate. Now, people are learning and kids learning science by doing science, based a p p roach to science, technology, math, geography, and calling us to ask how they can help.” on the National Science Education Standards.” And that related subjects.

34 35 “A” IS FOR ADVOCACY “A” IS FOR AD VO CACY

omething magical happens” when community groups What turned her from complainer to activist? One simple How do these relationships between schools and pare n t s “Scome together to work in common cause, says Brother question from a community organizer: “What do you think help? At Johnston High School in Montopolis, 100 percent John Rhodes Paige, Austin ENLACE steering committee can be done?” She responded, “That’s your job.” What she of the senior class applied for college admission this ye a r, member and dean of the School of Education at St . got back was the iron rule: “Do n’t do for others what they explains Brother Paige. This was a tremendous depart u re Edward’s University. can do for themselves.” from the previous year, when few had applied. By using the Austin Interfaith techniques of community walks and home By partnering with the Austin Int e rfaith Alliance, ENLACE Today, she is a community organizer for Austin ENLACE visits, ENLACE helped parents and students identify and joined a coalition of 40 faith-based congregations, and the pro g r a m’s link to the Austin In t e rfaith Alliance. apply for scholarships and other forms of financial aid. schools, and civic organizations working to stre n g t h e n The community wasn’t aware of those opportunities and had neighborhoods through a model of engaging re s i d e n t s Says Zamarrón, “Every education decision, whether local, come to believe that a college education was not afford a b l e and developing leadership. state, or national, is a political decision.” So she’s gotten for their children. political. She organizes “Core Te a m s” for Montopolis A multiracial community-based organization, Au s t i n community schools. Each team works to ensure children As a parent of three, Zamarrón understands that her In t e rfaith is a we l l - k n ow presence in Montopolis, the a re well served by their schools. She re c ruits parents by i n vo l vement and support of education send a critical predominantly Latino east Austin neighborhood targeted reminding them that what happens in their schools will message to her own children—that education is crucial. by ENLACE. ENLACE and Austin In t e rfaith share a h a ve an impact on their children, themselves, and their One has graduated from college; another is now attending common goal to strengthen the educational pathway to community. “People have to see themselves as stakeholders college. Zamarrón’s short-range goal is to complete her own produce more Latino high school and college graduates. in their institutions before they get involved. Unless people college degree. She is about 30 hours away from her goal. change the way they think and act,” she adds, “the re a l For ENLACE, the value of Austin In t e rfaith is the p r i zes of sustainability and systemic change may be lost.” organizing and training capacity it has in the community. T h a t’s because “once the community feels connected and the school system has accepted that, the collaboration begins to pay off,” he explains. “People have to see themselves

L o u rdes Zamarrón is one parent who exemplifies this as stakeholders in their institutions pay-off. A decade ago, Zamarrón and her children were facing eviction as well as the demolition of their Au s t i n , before they get involved. Unless Texas, apartment complex. She was angry, she explains, “ Because tenants we re n’t being told the tru t h … we w o u l d n’t be m oving into those new apart m e n t s . ” people change the way they think

Her belief in politicians waned. She is still angry today, and act, the real prizes but her approach has changed dramatically. “We have to hold politicians accountable,” she says, “and we have to of sustainability and be realistic. We can’t dream about the world as it should be; we should focus on the world as it is.” systemic change may be lost.”

– Lourdes Zamarrón 36 ACCENT ON MATH AND READING MATH AND READ I NG

ention “Reading Buddies” to Norma Ramirez. Then a n c h o red, one-third of students drop out by sophomore In math, ENLACE trained 40 college students as tutors. Mbe prepared for a rapid-fire litany of praise from this year, and the course with the highest failure rate is Algebra. They visit schools several times weekly to help yo u n g e r p a rent, whose daughter, third-grader Luisa, “is doing ve ry “These factors point to a lack of preparation, motiva t i o n , students master the subject. The good news: 10 of the well and has improved tremendously.” Her satisfaction with and parental support. They underscore the need for students 11 schools met their goals, with many seeing double- the program is understandable. Like other parents whose to attain the strong academic re s o u rces re s e a rch shows are digit increases in state test scores. To help, FIU’s child has a “Bu d d y,” Ramirez knows that reading well is needed for college success,” explains FIU’s Frank Fi n s , De p a rtment of Mathematics created CineMath, critical to Luisa’s success. ENLACE program director. a Web-based program that provides mini-tutoring sessions for high school and college students. St u d e n t s This is what ¡ENLACE Miami! means when it speaks of ENLACE’s response? Reading and math programs strong can log on to the free service, currently offering 200 c reating an “America where no one is left behind.” In this on partnerships with community institutions and inclusive tutorials. Want to know what a square root is or how culturally diverse community, with immigrants from many of parents—both of which are key to student achievement. to do a particular kind of equation? Log on to Caribbean and South American countries, ENLACE’s focus West Dade Regional Library is the partner for “Re a d i n g w w w.fiu.edu/math/cine_math/cinemath.

70% of pre – sc h o o l te a c h ers ass ert that they are not fu l l y prep a red to meet th e n eeds of stu dents with l i m ited English profic ien c y or from diverse is Miami Coral Park Senior High and the 10 elementary and Buddies,” a program that links 28 high-schoolers with Students did just that more than 2,400 times in the site’s cu ltu ral ba c kgrou n ds . middle schools that feed into it, serving more than 13,000 two students each from grades 1, 2, and 3. In twice-a-week first months. students in central Miami–Dade County. sessions with tutors, the younger Buddies practice their reading. “Mostly, the students, referred by their teachers, Only about 4% of pub l ic Though 80 percent of the students graduate from high need help with pronunciation,” explains the library’s Maria school te a c h ers are Latinos , school, college graduation drops to 50 percent. A major Crespi, “and parents who don’t know phonics or who stumbling block has been “social promotion”—kids passing experience language difficulties can’t always be helpful.” w h ere as L atin os c o nstitute to the next grade based on age rather than achievement. At Does it help? Parents think so, and recent state test scores 15% of the stu dent body. Florida International University (FIU), where ENLACE is show improvement in reading at all but one school.

38 39 MENTORING FOR COLLEGE STA RTS EARLY M E N TO R I NG FOR COLLEGE

t 13, Gabriela Ruiz is a bright teenager who makes follows them through to ninth grade. The program was own children in that role, “a trickle-down benefit of ro l e A mostly A’s. She “d e f i n i t e l y” wants to go to college founded on a family approach, so the mentors provide modeling,” Segura says. but has lacked information about how to achieve that goal. support services to the entire family. Her parents, both immigrants, also want her to go to Like other mentors, Iliana visits Gabriela and her pare n t s college. But, like many Latino parents, they are uncertain Denise Segura, ENLACE co-principal inves t i g a t o r, points several times a week, sees Gabriela at her school’s homework about how to best support and advise her. “Education is so to “the power of la familia” for student success. “Latino c l u b, and spends social time with her, too. That “home i m p o rtant for my children and their future. I’m grateful pa rents bring certain values to the family-school equation,” time” may be to help Gabriela with homework, or to share and delighted that Gabriela has someone in her life who she explains. “For example, they place a high value on school and college information with the family. can guide her,” says her mother. education, but they don’t know how to translate that into leadership for their children because they’re not familiar with Mentors get intensive training for their roles from UCSB Iliana Ma rt i n ez, a college senior in sociology, can relate to the schools. The key is to focus on and bolster those assets.” faculty and the ENLACE parent outreach coordinator. They those experiences. “I remember my cousin helping me work take a required research-based course, and “their weekly field through the college application process, because my parents The mentors—students willing to learn by performing notes on family contacts provide valuable insights to ve r i f y h a d n’t had that experience,” she says. “So I wanted to do community serv i c e — a re invaluable re s o u rces to these things we know, uncover new things, and give feedback to that for someone else.” Latino parents. Their assistance to families run the gamut— schools and organizations,” adds Segura. “The techniques they make sure parents attend parent-teacher conferences, they learn today can serve as a teaser to both advanced study That “someone else” turned out to be Gabriela. help negotiate solutions to classroom issues, and, since for professional careers and future re s e a rch. It increases most speak Spanish, get translation help when needed. college retention by allowing mentors to do what they want Until a year ago, this seventh grader, her family, and the to do—work with the community—while they are engaged college student we re strangers to each other. To d a y, they Mo re than 40 social service agencies are partners in the in building their own assets.” are partners in helping Gabriela’s dream come true through ve n t u re, and mentors help provide the links between the a mentorship program of the ENLACE y Avance (advance) parents and the services needed. The mentors help families Gabriela is very inquisitive. She asks where Iliana lives while p a rtnership led by the Un i versity of California, Sa n t a secure housing assistance, rent support, medical insurance, in college, how she can afford college, the cost of housing, M entors put a Latino “face” on Barbara (UCSB). legal aid, domestic counseling, and child-care re s o u rc e s . and whether she cooks for herself. Iliana provides all the c o l lege and allow parents to see a n s wers. Lately, she says, Gabriela has been asking about The program is designed to increase the number of Latino Another prime role mentors play, adds Martinez, is helping scholarships. th eir own children in that ro le . students in college. ENLACE serves as “m a t c h m a k e r” for families understand the importance of college, demystify college juniors and seniors from UCSB and nearby Sa n t a what it takes to get there, and explain how to apply for After pausing to absorb the answers, the middle school Barbara City College who serve as mentors and advocates to scholarships and financial aid. Most important, they put student had a question: “Can I start applying now ? ” 40 teenagers and their families who live in surro u n d i n g the Latino “face” on college and allow parents to see their neighborhoods. Su rve ys show that only 38% of Latino Isla Vista is an urban community adjacent to the university campus. This is Ga b r i e l a’s neighborhood, where she live s p a rents bel ieve schools give th em the and attends middle school. A third of its population is inform ation they need to help th eir children Latino, many of whom are low-income families. su c c eed in the classro om. If parents don ’ t u n derstand the accou nta bi l ity systems in ENLACE project director Claudia Martinez says the mentorship program selects sixth-grade students and use, th eir children face a high er risk of not gra du atin g . 40 T O D AY’S STUDENTS, TOMORROW’S LEADERS TO M O RROW’S LEAD E RS

t 17 and a high school senior, Erika Re yes seems to unique qualities of each community, its history, and the E N LACE partner schools are Highlands Un i versity in A know who she is and where she’s going. “I’ve learned leadership models that exist within those cities. It seeks to Las Vegas, No rthern New Mexico Community College in leadership skills that help in everyday life. I’ve learned to set help these students discover where they fit within their Española, and Santa Fe Community College. In a joint effort, goals for myself and how to prepare for college. I’ve learned c o m m u n i t y. They begin to see leadership as something students from the three partner sites have been trained as to believe in myself.” for which to pre p a re responsibly—and educationally.” community re s e a rchers and are learning about barriers to The commitment is a rigorous one. In Santa Fe, the Latino educational attainment. Armed with ethnography Re yes, whose goal is to become a pediatrician, is one of youth leaders meet three times a week. They participate skills, they have conducted surveys and focus groups and 90 high school students in the ENLACE Youth Leadership in a range of leadership development exe rcises and get are getting experience sharing their findings in a variety of program, based in Santa Fe, Las Vegas, and Española. Ron academic support in math, science, and literacy skills. community and national settings. They also are experimenting Martinez, director of the Northern New Mexico ENLACE with video to demonstrate what they’ve learned. partnership, dubs them “students at-promise.” The program is “p l a c e - b a s e d” in that students will learn about the different leadership structures in their Ma rt i n ez says there’s a real “p a s s - i t - o n” theory embedded in The ENLACE program relies on an experiential and culture- predominantly rural hometowns. Some students live the program. These leaders-in-training are expected to pass on based curriculum to develop grassroots and institutional in villages where civic leadership is structured around what they’ve learned to younger students in their community.

Students also will get a taste of service learning by taking up an environmental project that fits their community’s “ L e a dersh ip devel o p m ent needs, explains Ma rt i n ez. “Whether it is a trash or other city cleanup project, they get a first-hand understanding c ontri butes to academ ic of community service.” a c h ievem ent . ” The aspirations to attend – Ron Martin ez c o l lege are th ere for Latino stu dents. Betw een 1980 and 1 990, the perc enta ge of h igh school so ph omores who rep orted th at th e y ex p ected leadership for education reform in northern New Mexico. the water irrigation system, known as the a c e q u i a “T h e re is re s e a rch evidence that leadership development (irrigation ditch), which rules that aspect of water to earn a ba c h el or’s degree contributes to academic achievement,” explains Martinez. distribution in the state, as it has for centuries. Another traditional model is the faith-based hierarchy in cre as ed from 28% to 62% “Our goal is to stress the importance of education as a life- of the Pe n i t e n t e s ( Penitents). long process,” he explains. “Youth Leadership focuses on the a mong Latinos . 42 CHANGING EDUCATIONAL INSTITUTIONS E DUCAT I O NAL INST I TU T I O NS

n promoting greater school accountability in 2001, is driven not by “top-down” directives but by “bottom-up” IPresident George W. Bush said, “Education is the greatest concerns of parents and community members. Parents there civil rights issue of our time.” h a ve successfully created family centers in three city high schools, serving students and reaching out to families in Providing quality education and equal opportunity to every groundbreaking ways. child in America is one of the nation’s most significant challenges. School districts nationwide face overcrowded When the family centers opened in 2001, students first took c l a s s rooms, underfunded budgets, teacher shortages, notice. They saw the centers’ volunteers (mostly pare n t s unresponsive bureaucracies, and poor student achievement. t h e m s e l ves) as adopted parents, friends, and tutors. T h e n , Unfortunately, too many Latino students attend low-income teachers and principals took notice, seeing the centers as a schools with the greatest needs. means to fill student service gaps, mete out discipline, and track down truants. After a ye a r, the school district took To increase Latino achievement, ENLACE is uniting schools notice, painting fresh signs for the centers to give them and others in partnership—often for the first time. At the a sense of permanency. The district also agreed to pay a end of the four-year initiative, Latino students may we l l p a rt-time center coord i n a t o r. point to ENLACE programs as a key to their academic success. The initiative recognizes, however, that only lasting Next, the school board took notice, expressing interest change in the culture and policies of the partner institutions in expanding the centers to other schools. Then, a state and educational systems will ultimately change the status candidate for lieutenant governor—since elected—paid quo for Latinos. a visit. Fi n a l l y, state legislators and the gove r n o r’s office a re studying the family center concept as a statewide To increase the likelihood of achieving sustainable change, model to engage communities in education. the ENLACE initiative is using strategies in eva l u a t i o n , communications, and policy. Using evaluation and data To be lasting, change must be authentic and, often, comes collection, sites are working individually and collectively with some pain. Albuquerque’s family centers have given to document results and impact on students and others. p a rents meaningful roles within the school, not just put Data just now are emerging that address the partnerships’ them in charge of sports booster clubs or bake sales. It impact on students, families, and educational institutions. meant giving the center’s parent volunteers all information As change often re q u i res stakeholders to inform public n e c e s s a ry to provide assistance to a student, including policy, ENLACE sites are working to increase awareness access to student re c o rds. This re q u i red approval from of policy issues at the local, state, and national levels. s t u d e n t s’ own parents; still, it was a rare and real change from business as usual. In Albuquerque, the ENLACE project director speaks of fostering a “reverse model” of educational change—one that

E n g a g e d institutions cre ate partn ersh ips bas ed on mutual ben efit and accou nta bi l ity. Th ese partn ers make real cha n ge ha p p en . C R E ATING CHANGE FROM THE BOTTOM UP: ALBUQUERQUEALB UQU E RQUEENLACE ENLAC E l b u q u e rque ENLACE targets students in three clusters of high schools and middle schools in Albuquerque Public A Schools (APS) which have the district’s highest Latino enrollment (69 percent). The dropout rate for Latino students in APS schools is estimated to be 43 percent. Retention Po l ic y

The ENLACE partnership includes the city’s two largest institutions of higher education. Overall, the partnership uses Albuquerque ENLACE is seeking to retain students Albuquerque ENLACE has joined forces with the two t h ree strategies: pathways to teaching, family and community education, and retention. The following are examples of at the middle and high school levels, as well as in the other ENLACE partnerships in New Mexico to create promising strategies: first year of college. In middle school, Latino students a statewide collaborative. In addition to student and from the University of New Mexico (UNM) serve faculty leadership training and joint communications C om mu n ity - bas ed Edu c ational Enric h m ent L atino Te a c h er Pip el in e as mentors to 60 seventh-grade students. High activities, ENLACE in New Mexico has a statewide school students benefit from the family centers and policy education strategy. The statewide collaborative educational access rooms. At Albuquerque Technical sponsors an annual “ENLACE Da y” at the state Educational institutions that are fully engaged in New Mexico, like many states, faces a teacher Vocational Institute, student ambassadors prov i d e capitol in Santa Fe. In Fe b ru a ry 2003, some 400 serving communities find multiple ways to reach shortage. With 70 percent of APS teachers being peer support to Latino students. At UNM, a student students and 100 parents were in attendance, making students. Located in community centers and target non-Latino, students need more Latino teachers as services advocate supports incoming freshmen from p resentations to state legislators re g a rding Latino high schools, “Educational Access Ro o m s” give role models in the classroom. Through ENLACE, target high schools. To date, UNM has retained 95 educational achievement, school accountability, and students a second chance to catch up on missed high school students are encouraged to pursue percent of these students, compared to 69 percent of multicultural curricula. c redits so they can graduate on time. Classes are teaching by shadowing teachers and serving as role Latino students not participating in ENLACE. taught in the late afternoon so students can attend models for young children. Also, “champion teachers” classes or work during the day. While meeting state are identified among current faculty. These teachers s t a n d a rds, teachers in the rooms use curricular bring student shadows to their classrooms for a full E va lu ation approaches that are geared toward the learning styles day twice monthly. They also provide leadership in of individual students. Ad d i t i o n a l l y, ENLAC E cultural competency in their schools. Finally, Latino The University of New Mexico’s (UNM) Institute for provides other mentoring and tutoring as needed. classroom aides receive financial support so they can Social Research is conducting a rigorous evaluation earn teaching certificates. Each of these strategies of activities throughout the four-year project. To L atino Stu dies Cou rs es in High School w o rks to change the school system from within, gauge the impact of ENLACE activities on students, according to project director Karen Sanchez-Griego. e valuators have re c e i ved permission from parents Many educational institutions are gradually changing and schools to track achievement data for hundreds their course offerings to better reflect current student of participants. Further, the evaluation team includes populations. Albuquerque ENLACE is prov i d i n g five Latino university students who bring a valuable resources so APS can offer year-long Chicano Studies perspective to the effort. These graduate and under- courses in the three target high schools. Re s e a rc h graduate students attend ENLACE activities to shows that by using culturally inclusive materials and observe, take notes, and conduct outcomes-based lessons, student self-esteem and positive identity e valuation and re p o rting. They also have used a re i n c reased. Local experience also finds that ENLACE lessons in their classroom work. Often, e n rollees become more self-aware about their ability these student evaluators have overcome the same to succeed in higher education. As a result, they types of educational and social barriers that are take more a d vanced academic courses and are more being addressed through ENLACE activities. likely to take college entrance exams and apply for financial aid.

46 47 E A R LY ENLACE LESSONS IN CHANGE EARLY LESS O NS IN CHANGE

On e - size - fit s-all educ ational approa c h es do not work Universities must partner with community colleges to for most students, and they do not work for Latinos. ease transitions for Latino students from two-year to four-year institutions. Schools, colleges, and universities must work hand-in-hand with communities and families to develop successful Community colleges serve more than 50 percent of all Latinos learning environments for Latino students. Culture matters. who are enrolled in an institution of higher education. A n d Community matters. In many Latino cultures, education for students graduating from under-resourced public school represents a path to success not just for an individual, but systems, community college can be an ideal place to shore for his or her entire family and community. The recipe up academic skills, boost English-language proficiency, and for student success is a menu of options that are effective, round out the curricular experience needed for acceptance flexible, and responsive. Some of these programs are Latino- by a four-year institution. Too often, though, community specific, but many others have wide applicability to other college becomes the end of the educational pathway for u n d e r s e rved students. Latino students. This happens for many reasons, including lack of academic preparation, lack of information on how K – 12 schools mu st make a formal com m itm ent to to apply to college, lack of financial aid, course requirement engage Latino parents and communities through such confusion, or lack of role models who make the road seem means as school-family centers. possible or worthwhile. These community college/university p a rtnerships can ove rcome bureaucratic barriers and better Re s e a rch shows parents can make a powe rful differe n c e s u p p o rt students who want to continue their education. when they are part of the learning equation. Many p a rents do not understand their responsibilities in the Hisp a n ic - s erving institutions (HSIs) of high er educational process or even how to advocate for their child. education must form partnerships with communities Communication in the school-family relationship must be based on mutual benefit, respect, and accountability. a two-way conversation that respects differences in culture and language. Schools must employ intensive, personal More than 50 percent of Latino students enrolled in college o u t reach to engage families in education at school and attend Hi s p a n i c - s e rving institutions, which meet federal home. In family centers, volunteer parents fill roles as guidelines including Latino enrollment of 25 percent or advocates, tutors, disciplinarians, translators, and “adopted” m o re. HSIs are producing great numbers of future Latino p a rents. Teachers and principals can use the centers to leaders, teachers, scientists, and pro b l e m - s o l vers. These complement other student services. (Of note, the No colleges and universities must remain responsive to the needs Child Left Behind Act is mandating parent engagement of Latinos, working together to build stronger communities. policies and mechanisms for 48,000 U.S. schools that They can devote re s o u rces and expertise in such areas as re c e i ve federal Title I funds. A total of 4 million Latino research and evaluation, economic development, and teacher youth attend these schools.) training. Together, communities and higher education can attract additional public and private re s o u rces to addre s s common needs. Fu rt h e r, HSIs should promote dive r s i t y, i n c rease cultural competency, and provide professional d e velopment for more Latino faculty and staff.

48 LEARNING COMMUNITIES MAKE STUDENTS EXTRAORDINARY MA K I NG STU D E N TS EXTRAO RD I NARY

ou might call Carlos Mart í n - L l a m a z a res a drea m - m a k e r. building a sense of community among students and faculty. them encounter, including having to work, lacking valuable Y The project teaches in Spanish, but also uses English as support at home, and other personal stresses. One of 14 Chicago ENLACE Partnership Higher Education a second language in order to begin transitioning students Fellows, he plays counselor, mentor, tutor, and advocate for into English, starting with the first semester. By the end of Dr. Schoop hails the students as “an extraordinary group, a unique group of Latino students at Ha r ry S Tru m a n the second semester, 80 to 90 percent of the curriculum is prepared and motivated. The faculty bonded together as College. These 27 community college students are part of a in English. By the beginning of the second ye a r, students a team, which was very important for success in the first bilingual “learning community” shaped to accelerate a college a re ready for all-English courses. round.” Adds Mu l c a h y, “The students felt special. T h e experience many had not expected. teachers felt they were on a mission. It’s another example Ma rtín, a native of Spain, explains that courses are of how ord i n a ry people can become extraord i n a ry. ” Focusing on Latino faculty and staff at ENLACE part n e r scheduled in the mornings to accommodate those w h o c o l l e g e s , as well as community members, the Fe l l ow s work. The students, mostly immigrants in their 20s, would Tapia has a cumulative 3.7 grade point average (GPA ) . p rogram offers leadership training designed to create normally be excluded from college right out of high school “They all did ve ry well the first semester,” says Ma rtín. transformational change in the participants and their institutions. because of their limited English competency. This program They have achieved “higher than normal GPAs and allows them to earn 24 to 30 college credits while gaining p e rform at higher levels than most entering students.” Janeth Tapia, 17, a native of Mexico, says that without this the language competency they need. Without skipping a beat, the dream-maker adds, “Now p rogram, “I would not be at Truman. My English wasn’t we have to keep it up with the next cohort of students.” good enough.” As the students’ valued go-to guy, Ma rtín, 32, personally p rovides or lines up any extra help they need. He is their A Hispanic-serving institution, Truman’s enrollment is 51 a d vocate, meeting weekly with teachers to deal with any p e rcent Latino. Elena Mu l c a h y, former Truman director issues that may arise and to review progress. The faculty— of school-college partnerships and now parent project all but one Spanish speakers—is accorded high marks for consultant for ENLACE, believes, “If language skills could their dedication and commitment to the pilot pro g r a m . be improved at an accelerated rate, these students would make the grade as regular college students.” “This group works hard, they care about each other, they keep each other going, and I don’t think they would have At Truman, learning communities had become an accepted made it without that strong support,” says Ma rtín. His s t r a t e g y, so she approached Dr. Michael Schoop, dean early doubts we re tied to the distractions he has seen of i n s t ruction, to advance her idea of creating a bilingual c o m m u n i t y. She then re c ruited students f rom bilingual high school programs who had the academic a c h i e vement but not necessarily the English proficiency n e e ded for L atino enro l l m ent in undergra du ate edu c ation is con c entrated college acceptance. She also managed to find financial in the fe w er than 200 colleges known as Hisp a n ic - s ervin g aid for each student. Tru m a n’s pilot Transitional Bi l i n g u a l Program of Community Learning was launched in Fall 2002. institutions (HSIs). HSIs are accredited degree - gra ntin g pub l ic or private non profit high er edu c ation institutions with A learning community is a cohort of students who take four classes linked by a unifying theme—in this case, at le ast 25 perc ent total undergra du ate Hisp a n ic fu l l - ti m e Immigration and Neighborhood Change—with the goal of equ iva lent stu dent enro l l m ent .

50 51 IT TAKES A BOROUGH IT TA KES A BORO UGH

ig-city kids see a lot of life—both the good and the bad. high. At Lehman College, a Hi s p a n i c - s e rving institution s e rving more than 80 students in grades 8 and 9. Te a c h e r BThose experiences may toughen them, make them w h e re ENLACE is headquart e red, the recent abolition of candidates from Lehman and Hostos Community College c o m b a t i ve, or sometimes make them nonre s p o n s i ve, says open admissions policies at city colleges blatantly translates are trained as tutors and compensated for their work. “The Sydney Francis, entertainment lawyer turned educator. into one nagging reality—all city schools must do better in aim is to increase the number of tutors, as well as the quality p reparing Latino students for college. of the tutoring,” says Sa r a v i a - Sh o re . Francis offers teenagers a learning experience that allow s them to “act out a lot of stuff” and “draw out that inner BEA ENLACE Di rector Marietta Sa r a v i a - Sh o re says, Francis first connected with ENLACE through a partnership self through poetry, playwriting, and drama.” She engages “Alliance partners have found that by sharing perspective s with the Bronx Council on the Arts (BCA), a coalition of her students using “the works of contemporary poets, a c ross Pre-K through college, we can discover common 500 arts organizations. BCA and the Police Athletic League playwrights, and artists to whom they can relate” and, from challenges and coordinate res o u rces so they reach further and join ENLACE in the new Institute for Scholars and Art i s t s , whom, perhaps, they can draw inspiration. And she adds, are more equitably shared. All students become ou r st u d e n t s . ” a Sa t u rday program for ninth-graders providing intensive “ I ’ve found some ve ry interesting talent—like the teenager math instruction, literacy activities tied to the perf o r m i n g who does storytelling. He tapes his stories in a home studio, By capitalizing on BEA’s community-based ties, the a rts, and physical education. Professionals in those fields, doing all the sound effects himself. ” ENLACE programs, which are focused on middle school like Francis, conduct those sessions. students and their parents, have a broader impact. Francis is one of the innumerable talents on whom the BEA ENLACE recognizes the important role parents play in Bronx Educational Alliance (BEA) draws in its mission To leverage resources, BEA teams with GEAR UP, a federal s t u d e n t s’ success and teams with ASPIRA of New Yo rk to to improve Latino educational achievement. In its storied p rogram aimed at increasing the number of low-income host a series of parent workshops to promote understanding h i s t o ry, BEA has worked in partnerships with community students going to college. The partnership provided 12 of the city’s complex education system. To further provide a groups, schools, colleges, and education agencies to leverage hours of technology training and 800 computers to families su p p o rt i ve learning environment for students, ENLACE joins its resources and achieve its goals. BEA ENLACE adds yet to improve learning and advance computer literacy. Lehman College, Community School District 9, and Bro n x another dimension to those part n e r s h i p s . The tools are intended to help students do re s e a rch, write High Schools in a Sa t u rday Pa rent Ac a d e m y. The Ac a d e m y term papers, and do other schoolwork, as well as for other offers training in math, science, and technology to equip BEA ENLACE works against a backdrop of some of New family use. ENLACE re s o u rces and a grant from the U.S. p a rents so they can help children with their homew o rk . Yo rk’s lowe s t - p e rforming schools. Student failure rates are Department of Education support a math tutoring program “ A l l iance partn ers have found that by sha ring p ersp ectives across Pre–K th rou gh college , ALL stu dents bec ome O UR stu dents . ”

–M a rietta Sa ravia - S h ore

53 INVESTING IN LEARNING I N VEST I NG IN LEAR N I NG

n Phoenix, business partnerships are yielding educational tutor third- and fifth-graders at Valley View Elementary Idividends for Latino students. Chief among them is a School in math, English, and reading. “The tutors meet tutoring program—the Coca-Cola Valued Youth Program— five times a week—four days for tutoring and a fifth day “I like tutoring. It’s fun to help which is a partnership of Coca-Cola, its local bottling on career preparation.” companies, the Salt River Project (a utility company), and Metro Phoenix ENLACE. E N LACE hosts a weeklong summer conference at which the kids in sp el l ing and math . the tutors participate in leadership development skills and This cross-age tutoring program teams middle school and goal-setting sessions. high school students at risk of dropping out with elementary My attendance is almost perfect school youth. “The tutors are sophomores dealing with academic, attendance, family, or other personal challenges,” says Early signs of success are increased attendance rates and Hardy. “I have seen improvement in their maturity level and my grades are improving. Now improved student performance. The program has a less than and school attendance. They see a need to be there. 2 percent dropout rate among participating teens, and As tutors, they see themselves as teachers, too, so they reaches more than 9,300 tutors and tutees in 24 cities. better understand the challenges teachers face dealing I understand better why te a c h ers In Phoenix, four schools provide tutors for yo u n g e r with children who aren’t ready to learn. As a result, their students, reaching some 325 students, according to behavior and attitude about school is improved.” p rogram coordinator Armando Ramirez. get ups et when we don’t pay “Tutors now see themselves as having a future,” Ramirez Business invo l vement in the project is a simple matter of underscores. Another part of the learning experience is economics and self-interest, says Max Gonzales of Salt River. the money tutors are paid. In i t i a l l y, the pay impressed attention in class. Tutoring is Economic development studies point to the need for the students. “Now, it seems to be more about the Arizona to cultivate its own talent. His company views the i m p o rtance of being there for the younger kids than p rogram as a marketing benefit, he adds. “We use our the pay. The greatest payoff comes when both tutors h el ping me improve as a person . i n vo l vement in the program to affect customer loy a l t y. ” and tutees transform themselves into better students.”

Mary Hardy, teacher and program coordinator at Tolleson And it’s go od bec ause I get Union High School, says her students, 80 percent Latino,

p aid for hel pin g . ”

—Sergio Jurado, 14, an eighth-grader at Connolly Middle School

54 FA M I LY CENTERS: MODEL FOR PA R E N TAL INVOLV E M E N T M ODEL FOR PARE N TAL INVO LVE M E N T

amilies are the key to our students’ success,” says with a pare n t’s written permission. Trust levels run high as some of these problems to social service agencies. A l b u q u e rque High School principal Linda Sink says “FMaria Hines, an Albuquerque parent vo l u n t e e r. parents sign forms allowing volunteers to access the student’s “ Su r p r i s i n g l y, these kids show up at school eve ry day the program “is making a difference,” particularly in personal school files to advocate for them. and come to the family centers for help,” says Hines. those who start to fall behind, or who are on the verge Yet language, work schedules, transportation problems, “And that’s where parents look for them first,” an indication of dropping out. “Parents feel less threatened when other and uninviting and unfamiliar institutions can often result The centers help students with a range of concerns, whether of the centers’ worth as safe havens for the students and p a rents are invo l ved.” APS superintendent Joseph Vi g i l in a lack of Latino parent invo l vement in the schools. it is mediating differences between students and teachers or sources of support for parents. c redits ENLACE for helping the district cut its dro p o u t “Latino parents, like others, want their kids to succeed arranging for tutors. One valuable role the volunteers play is rate. Last ye a r, volunteers worked with parents to bring in school,” explains Hines. “Sometimes, they just don’t reminding students to sign up for pre-college tests like the The parent volunteers are motivated to help because they 15 dropouts back to school. k n ow how to help.” AC Ts and SATs. In some cases, ENLACE pays test fees for h a ve or have had children in the city’s school system. those who can’t afford them. “We also sponsor prep sessions One mother says she helps today’s students because she And a local newspaper editorial has hailed ENLAC E ’s To change those dynamics, Albuquerque ENLACE tried a for them and build their awareness about what they can doesn’t want anyone else to experience what her son did. family centers as “one of the most exciting concepts to come new approach by establishing family centers in three of the expect on the tests. We do this because students tell us they He graduated from high school, but couldn’t read. Another along in recent memory…a fine example of committed c i t y’s high schools with the highest Latino enrollments. d o n’t think they are smart enough and believe that only a p p reciates the center’s help in her daughter’s transition social entre p reneurship that fills a niche no one was And it is reaping positive results. honors students take those tests.” f rom home schooling to a public high school and just filling before.” “wants to give back.” All of them are devoted to one “Our kids have the lowest test scores and the highest drop o u t Junior Sandra Terrazas went to the family center at thing—the success of all the students they serve. The centers also may become a replicable model. APS rates,” says ENLACE Di rector Karen Sa n c h ez - Gr i e g o. Albuquerque High when she had a disagreement with a leaders are examining the possibility of expanding the “The center concept originated with the community, w i t h teacher—and left viewing center volunteers as “friends Proof that the centers are filling a critical void? The combined centers to other local schools. And the gove r n o r’s office the parents themselves. They are a partnership betwe e n and advo c a t e s” when they helped mediate a solution. client base of the three centers rose from 300 in the first and other leaders are considering using the model statewide. ENLACE and the Albuquerque Public Schools [APS] and Student Joanna Valencia said she thought she could “slack” year to 1,000 parents and students midway through the are open to any student or parents.” when she was a freshman, and started cutting class. Center second year. d i rector Rose Honorio, who had helped Joanna e n roll in Ab ove all, the centers at West Mesa, Va l l e y, and classes to make up already failed courses, was w a t c h i n g . A l b u q u e rque High Schools are geared to create Honorio consulted with Jo a n n a’s mother. Both knew she W h en parents can’t be th ere for “a welcoming enviro n m e n t” in which both parent was capable of doing better. To g e t h e r, the two got Jo a n n a i n vo l vement and student achievement can flourish, back on track. explains family center coordinator Hines. Their goal th eir children, center vo lu nteers is to increase high school graduation rates to open the If students don’t have a place to study, the center is always door to college for more Latinos. t h e re. It’s there, too, for a healthful snack, or a chat with become the a volunteer when a student just needs to talk. The centers At West Mesa, Alma Alva rez, center dire c t o r, says Latino are popular places for students, who find the volunteers to “surrogates.” immigrants and others who are monolingual find a comfort be tough-love dispensers and cheerleaders who encourage l e vel at her school because they can communicate in them to do their best. When students raise their grades or Spanish. Center staffers serve as translators for those who a c h i e ve other honors, the volunteers are among the first don’t speak English. to offer praise.

When parents can’t be there for their children, center The centers also deal with grittier matters—barriers to volunteers become the “s u r rogates,” walking students learning such as drugs, alcohol, abuse, teen pregnancy, and t h rough the varied hurdles they encounter. They do that the runaways created by those problems. Volunteers re f e r

56 ENLACE CORE TEAM

Gail McClure, Vice President for Programs Miguel Satut, Lead Program Director Winnie Hernandez-Gallegos, Program Director Valorie Johnson, Program Director Leena Mangrulkar, Evaluation Manager Sue Flint, Program Assistant

CREDITS

Editor – David Cournoyer, Communications Manager Writers – Karen Girolami Callam, Elvira J. Crocker Design – G&G Advertising, Albuquerque, NM Production – Pace & Partners, Lansing, MI Principal Photography – Tony Gonzalez, Michael McDermott Artwork – Joel Nakamura

1White House Initiative for Educational Excellence for Latino Americans, 2000.

2The Kellogg Foundation recognizes and values the diversity represented by the terms “Hispanic” and “Latino.” Since the use of either term largely depends on personal or regional preferences, we use both interchangeably in our work. This publication uses the term “Latino” for purposes of uniformity. For another viewpoint on the topic, visit the Web site of the National Association of Hispanic Journalists, http://www.nahj.org/resourceguide/intro2.html.

3Understanding the College Choice of Disadvantaged Students: New Directions for Institutional Research #107 YO/ED 4165 item #996 0403 15M

One Michigan Avenue East ● Battle Creek, MI ● 49017-4058 USA Phone: (269) 968-1611 ● TDD on site ● Telex: 495-3028 ● Fax: (269) 968-0413 www.wkkf.org /ENLACE