Center for Public Administration and Policy (CPAP), School of Public and International Affairs

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Browsing Center for Public Administration and Policy (CPAP), School of Public and International Affairs by Subject "academic achievement gaps"

Now showing 1 - 4 of 4
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    2018 What Works for Latino Students in Higher Education
    Santiago, Deborah A. (Excelencia in Education, 2018-10-01)
    Through Examples of Excelencia, the author points out what works to help inform how Latino students are served in higher education and how policy can better impact their success. As programs and practices improve the success of Latinos, the author examines how these practices work for all students. We want to close achievement gaps, improve degree attainment, and better the U.S. economy for the benefit of the entire country. Excelencia recognizes that in order to do so, we must find ways to better support our country’s fastest growing population. Latino student representation is increasing in the K-12 pipeline. By informing institutions of what works for Latinos, they will not only better serve their current students, but are better prepared to serve their future students.
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    Closing the Equity Gap in Educational Attainment for Latinos
    Excelencia in Education (Excelencia in Education, 2018-09-01)
    The nation can increase degree attainment for all, but closing the gap between Latinos and other groups requires an intentional and tactical strategy to accelerate Latinos’ attainment. This is not an “us vs. them” approach. Excelencia in Education is tracking four measures of equity gaps to inform action: Latinos’ growth in: 1) enrollment, and, 2) attainment, and Latinos’ progress in: 3) graduation rates, and 4) completion rates.
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    Hispanic-Serving Institutions (HSIs): 2017-18
    Excelencia in Education (Excelencia in Education, 2019)
    In the 1980s, leaders recognized a small set of institutions enrolled a large percentage of Latino students but had low levels of resources to educate these students. The classification of Hispanic Serving Institutions (HSIs) formally recognized these institutions for capacity-building and other support. HSIs are defined in federal law as accredited and degree-granting public or private nonprofit institutions of higher education with 25 percent or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment. This report points out that in 2017-18, there were 523 HSIs located in 27 states, the District of Columbia, and Puerto Rico. These institutions represented 17% of all institutions of higher education and enrolled 66% of Latino undergraduates.
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    Talent, Innovation, and Equity (TIE) States
    Jenkins, Scott (Lumina Foundation, 2019-04-23)
    Strategy Labs, Lumina Foundation’s platform for supporting state policy and leadership to increase postsecondary attainment, has expanded its suite of services to recognize and facilitate progress in committed states—referred to as the Talent, Innovation and Equity (TIE) States—that have demonstrated a commitment to improve higher education attainment for students of color. As its Strategic Plan for 2017- 2020 states, Lumina Foundation “recognizes that Goal 2025 will remain out of reach unless postsecondary attainment among African-Americans, Hispanics, and American Indians increases significantly