improving access to the baccalaureate: how community colleges are preparing hispanics for...
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Improving Access to the Baccalaureate: How
Community Colleges are Preparing Hispanics for Friedman’s Flat World
Improving Access to the Baccalaureate: How
Community Colleges are Preparing Hispanics for Friedman’s Flat World
Community College Baccalaureate AssociationCommunity College Baccalaureate AssociationEighth Annual International ConferenceEighth Annual International Conference
Denver, Colorado Denver, Colorado February 29 – March 2, 2008February 29 – March 2, 2008
PresentersPresenters
• Roy Flores, Ph. D.Roy Flores, Ph. D.– Chancellor, Pima Community College Chancellor, Pima Community College
District, Tucson, ArizonaDistrict, Tucson, Arizona
• Leila Gonzalez Sullivan, Ed. D.Leila Gonzalez Sullivan, Ed. D.– W. Dallas Herring Professor, North W. Dallas Herring Professor, North
Carolina State University, Raleigh, NCCarolina State University, Raleigh, NC
AgendaAgenda
1. The Flat WorldThe Flat World1. The Flat WorldThe Flat World
2. Latinos in the United StatesLatinos in the United States2. Latinos in the United StatesLatinos in the United States
3. The New WorkforceThe New Workforce 3. The New WorkforceThe New Workforce
4. Latino Educational AttainmentLatino Educational Attainment4. Latino Educational AttainmentLatino Educational Attainment
5. Promoting the BaccalaureatePromoting the Baccalaureate5. Promoting the BaccalaureatePromoting the Baccalaureate
6. Ensuring EquityEnsuring Equity6. Ensuring EquityEnsuring Equity
7. Policy ImplicationsPolicy Implications7. Policy ImplicationsPolicy Implications
The Flat WorldThe Flat World
Friedman’s Triple Convergence:Friedman’s Triple Convergence:
1.1. Global, web-enabled platform for Global, web-enabled platform for multiple forms of collaborationmultiple forms of collaboration
2.2. Horizontal networking for value Horizontal networking for value creationcreation
3.3. Three billion new players in Three billion new players in developing world (China, India, developing world (China, India, former Soviet Union)former Soviet Union)
Friedman, T. L. (2006). The world is flat: A brief history of the twenty-first century, updated and expanded. New York: Farrar, Strauss & Giroux.
Latinos in the United States
Latinos in the United States
The New DiversityThe New Diversity
Source: U. S. Census BureauSource: U. S. Census Bureau
Latino MigrationLatino Migration
Top 10 Growth States: 1990-2004
No Carolina 568% Arkansas 504% Georgia 444% Tennessee 406% So Carolina 324% Nevada 318% Alabama 297% Kentucky 248% Minnesota 230% Nebraska 223%
Source: Tomas Rivera Policy Institute Analysis of US Census Data 2004Source: Tomas Rivera Policy Institute Analysis of US Census Data 2004
U. S. Latino Buying PowerU. S. Latino Buying Power
• $212 billion in 1990$212 billion in 1990
• $847 billion in 2007$847 billion in 2007
• $1.2 trillion in 2011$1.2 trillion in 2011
Source: Selig Center, University of GeorgiaSource: Selig Center, University of Georgia
The New WorkforceThe New Workforce
The New WorkforceThe New Workforce
HispanicHispanic
WhiteWhite
BlackBlack
Asian/Asian/OtherOther
73.1
4.7
10.9
11.8
Percent distribution, 2000Percent distribution, 2000
WhiteWhite
BlackBlack
HispanicHispanic
Asian/Asian/
OtherOther
53.4
10.9
23.7
14.1
Percent distribution, 2050Percent distribution, 2050
Source: Monthly Labor Review, May 2002Source: Monthly Labor Review, May 2002
‘Hot’ Occupations‘Hot’ Occupations
Job SkillsJob Skills
18.4%18.4% 19.2%19.2%20.7%20.7%
13.0%13.0%11.8%11.8% 10.9%10.9%
0%0%
5%5%
10%10%
15%15%
20%20%
25%25%
Professional & relatedProfessional & relatedoccupationsoccupations
ProductionProduction, , installation,installation,maintenancemaintenance & repair& repair
occupationsoccupations
20002000
20022002
20122012
Source: Bureau of Labor StatisticsSource: Bureau of Labor Statistics
High Skilled & Unskilled Jobs as a % of the High Skilled & Unskilled Jobs as a % of the Workforce, 2000 to 2012Workforce, 2000 to 2012
Projected Growth in Supply and Demand of Workers With Some Postsecondary Education, 1998 to 2028
Projected Growth in Supply and Demand of Workers With Some Postsecondary Education, 1998 to 2028
60,000
70,000
80,000
90,000
100,000
110,000
120,000
130,000
140,000
150,000
1998 2008 2018 2028
Thousands
Jobs requiring some postsecondary experience
Workers with some postsecondary experience
Sources: Bureau of Labor Statistics, U.S. Census Bureau and National Alliance of BusinessSources: Bureau of Labor Statistics, U.S. Census Bureau and National Alliance of Business
Education Required
The College PremiumThe College Premium
Source: Bureau of Labor Statistics, Source: Bureau of Labor Statistics, Highlights of Highlights of Women’s Earnings, 2006Women’s Earnings, 2006
Latino EarningsLatino Earnings
Latino Educational Attainment
Latino Educational Attainment
NAEP by Race, Ethnicity 8th Grade Math 2003
NAEP by Race, Ethnicity 8th Grade Math 2003
61 53 46
21 23
3236
38
43 35
7 11 1636 42
0%10%20%30%40%50%60%70%80%90%
100%
Black Latino Native White Asian
Prof/ Adv
Basic
Below Basic
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP). Slide courtesy Source: USDOE, NCES, National Assessment of Educational Progress (NAEP). Slide courtesy of The Education Trust. of The Education Trust.
Gaps Narrow, Then Mostly Widen NAEP Reading, 17 Year-Olds
Gaps Narrow, Then Mostly Widen NAEP Reading, 17 Year-Olds
Source: US Department of Education, National Center for Education Statistics. Source: US Department of Education, National Center for Education Statistics. NAEP 1999 NAEP 1999 Trends in Academic ProgressTrends in Academic Progress (p. 107). Slide courtesy of The Education Trust. (p. 107). Slide courtesy of The Education Trust.
200200
220220
240240
260260
280280
300300
1971
1971
1975
1975
1980
1980
1984
1984
1988
1988
1990
1990
1992
1992
1994
1994
1996
1996
1999
1999
Avera
ge S
cale
Score
Avera
ge S
cale
Score
African AmericanAfrican American LatinoLatino WhiteWhite
Minority High School Graduates Less Likely to Have Completed Advanced Math and Science Courses
Minority High School Graduates Less Likely to Have Completed Advanced Math and Science Courses
Source: U.S. Department of Education, NCES, Source: U.S. Department of Education, NCES, Condition of Education 2004Condition of Education 2004, p 148. Data from , p 148. Data from 2000 NAEP High School Transcript Study. Slide courtesy of the Education Trust.2000 NAEP High School Transcript Study. Slide courtesy of the Education Trust.
29%29%
43%43%
31%31%
56%56%
32%32%
61%61%
47%47%
64%64%
0%0%
25%25%
50%50%
75%75%
MathMath ScienceScience
Pe
rcen
t o
f H
igh
Sch
oo
l Gra
du
ate
sP
erc
ent
of
Hig
h S
cho
ol G
rad
ua
tes
American IndianAmerican Indian LatinoLatino African AmericanAfrican American WhiteWhite
Latino Educational AttainmentLatino Educational AttainmentOf 100 9Of 100 9thth graders, how many… graders, how many…
00
1010
2020
3030
4040
5050
6060
7070
8080
WhitesWhites HispanicsHispanics
Graduate HS in 4Graduate HS in 4 yearsyears
Enter collegeEnter college right after HSright after HS
Finish collegeFinish college within 150% ofwithin 150% of program timeprogram time
African African AmericansAmericans
7575
4949
2323
4848
2727
99
5353
2727
1010
Source: National Center for Public Policy and Higher Education, November Source: National Center for Public Policy and Higher Education, November 20052005
Educational Attainment of Arizona Population Age 25-34
Indexed to Most Educated Country
Educational Attainment of Arizona Population Age 25-34
Indexed to Most Educated Country
Source: U.S. Census Bureau, Public Use Microdata Samples (based on 2000 Census) and OECD
Top Country (Canada)
U.S. Index = 0.77
Percent with an Associates Degree or Higher – By Gender and Race/Ethnicity
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
Top Country (Norway)
U.S. Index = 0.86
Percent with a Bachelor’s Degree or Higher – By Gender and Race/Ethnicity
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
1.6
1.8
Females
Males
White
Females
Males
African-American
Females
Males
Hispanic/Latino
Females
Males
Native American/AK Native
Females
Males
Asian/Pacific Islander
Educational Attainment and Rank Among States—Arizona, 2005 (Percent)
Educational Attainment and Rank Among States—Arizona, 2005 (Percent)
Source: U.S. Census Bureau, 2005 American Community Survey
77.7
9.2
84.2
9.0
26.3
24th
35th
19th
41st
42nd
01020304050
Age 25-64 withGraduate/Prof. Degree
Age 25-64 with Bachelor'sor Higher
Age 25-64 with AssociateDegree
Age 25-64 with HighSchool Diploma
Age 18-24 with HighSchool Diploma
Latinos in CollegeLatinos in College
Students enrolled in degree Students enrolled in degree granting colleges & granting colleges & universities, Fall 2004universities, Fall 2004 – Hispanics: 1.8 million Hispanics: 1.8 million
(10.5%)(10.5%)
Degree-seeking students Degree-seeking students enrolled in public community enrolled in public community colleges, Fall 2004colleges, Fall 2004– Hispanics: 972,400 Hispanics: 972,400
• 14.8% of all community 14.8% of all community college students college students
• 53% of all Latinos in 53% of all Latinos in higher educationhigher education
17,272,00017,272,000
3,879,1003,879,100
Source: NCES HEGIS Report, September Source: NCES HEGIS Report, September 20052005
Latino Degree AttainmentLatino Degree Attainment
High SchoolHigh SchoolHigh SchoolHigh School CertificateCertificateCertificateCertificate Associate’sAssociate’sAssociate’sAssociate’s Bachelor’sBachelor’sBachelor’sBachelor’s Graduate/Graduate/ProfessionalProfessional
Graduate/Graduate/ProfessionalProfessional
52-63%52-63% 5.0%5.0% 8.2%8.2% 2.5%2.5%
Source: NCES, National Educational Longitudinal Study 1988/2000.Source: NCES, National Educational Longitudinal Study 1988/2000.
15.1%15.1%
Percent Educational Attainment of Population Age 25-64
By Race/Ethnicity—Arizona, 2000
Percent Educational Attainment of Population Age 25-64
By Race/Ethnicity—Arizona, 2000
Source: U.S. Census Bureau, 2000 Census
45.2
7.9 8.6
20.3
10.4
18.3
4.55.7
3.0
14.9
25.1
31.5
9.6
13.0
5.9
32.130.2
24.1
6.1 5.2
2.2
22.7
30.2
23.3
0
5
10
15
20
25
30
35
Less than HS High School Some College Associate Bachelor's Graduate/Prof.
White Hispanic/LatinoAfrican Am. Native American
Additional Bachelor’s Degrees Needed to Meet U.S. Average, Top Country, and
Top State
Additional Bachelor’s Degrees Needed to Meet U.S. Average, Top Country, and
Top State
Arizona’s Current Population Age 25-44Arizona’s Current Population Age 25-44
with a Bachelor’s Degree or Higherwith a Bachelor’s Degree or Higher 408,522408,522
Additional Bachelor’s Degrees Additional Bachelor’s Degrees Needed to MeetNeeded to Meet::
U.S. AverageU.S. Average 78,98778,987
Top Country (Norway)Top Country (Norway) 156,134156,134
Top State (Massachusetts)Top State (Massachusetts) 285,808 285,808
The Bottom LineThe Bottom Line
• Arizona is behind U.S.—And global competitor countries—in Arizona is behind U.S.—And global competitor countries—in baccalaureate attainment levels of its adult population.baccalaureate attainment levels of its adult population.
• It is falling further behind.It is falling further behind.
• Pima County residents attend Board of Regents universities Pima County residents attend Board of Regents universities at rates lower than residents of Coconino and Maricopa at rates lower than residents of Coconino and Maricopa counties.counties.
• Increased educational attainment levels will depend heavily Increased educational attainment levels will depend heavily on improving graduation rates of Hispanics.on improving graduation rates of Hispanics.
• There is evidence of unmet need for accessible and There is evidence of unmet need for accessible and affordable baccalaureate opportunities in Pima County.affordable baccalaureate opportunities in Pima County.(continued)
Promoting the Baccalaureate: Arizona Models
Promoting the Baccalaureate: Arizona Models
Program for Joint Admission and Registration University of Arizona – Pima Community
College
Program for Joint Admission and Registration University of Arizona – Pima Community
College
• Response to changing educational needs of Response to changing educational needs of Pima County population.Pima County population.
• Top 25% of the Pima County graduating high Top 25% of the Pima County graduating high school classes can participateschool classes can participate
• Students admitted to UA while only attending Students admitted to UA while only attending Fall classes at PCCFall classes at PCC
• Students may take up to 6 credits per Students may take up to 6 credits per semester at the University starting with the semester at the University starting with the Spring semesterSpring semester
• Each cohort approximately 50 studentsEach cohort approximately 50 students
Benefits of Participation in PJAE Benefits of Participation in PJAE
• No need to reapply when ready to take all classes No need to reapply when ready to take all classes at UA. They are UA students even when only at UA. They are UA students even when only taking classes at PCCtaking classes at PCC
• Access to PJAE advisors and financial aid staff at Access to PJAE advisors and financial aid staff at UA and PCCUA and PCC
• Can purchase a UA CatCard and a PCC ID card Can purchase a UA CatCard and a PCC ID card with all associated benefits with all associated benefits
• Use of the UA Campus Recreation facility for a fee Use of the UA Campus Recreation facility for a fee
• Ability to apply for Student Housing at UAAbility to apply for Student Housing at UA
Institutional Benefits – UA & PCCInstitutional Benefits – UA & PCC
• Joint marketing and public information effortsJoint marketing and public information efforts• Joint faculty appointmentsJoint faculty appointments• PCC faculty understand UA curriculum and PCC faculty understand UA curriculum and
connect with UA facultyconnect with UA faculty• Assist all PCC students in transition to the Assist all PCC students in transition to the
University.University.• Improve retention rate of UA studentsImprove retention rate of UA students• Increase number of students progressing toward Increase number of students progressing toward
baccalaureatebaccalaureate
Bachelor of General Studies Indiana University and PCC
Bachelor of General Studies Indiana University and PCC
• 120 credit hours; complete 90 credits at PCC 120 credit hours; complete 90 credits at PCC with lower tuition rateswith lower tuition rates
• After receiving Associate’s degree (60 credits), After receiving Associate’s degree (60 credits), student applies to Indiana University.student applies to Indiana University.
• Complete 30 credits at Indiana University, Complete 30 credits at Indiana University, School of Continuing Studies, at in-state tuition School of Continuing Studies, at in-state tuition ratesrates
• Stay in Tucson and complete the bachelor’s Stay in Tucson and complete the bachelor’s degree via distance educationdegree via distance education
Raytheon Scholars ProgramRaytheon Scholars ProgramCooperative Program with:
• Raytheon Missile SystemsRaytheon Missile Systems
– Headquartered in Tucson, ArizonaHeadquartered in Tucson, Arizona
– 11,000 employees11,000 employees
– 2004 Sales: $3.8 billion2004 Sales: $3.8 billion
– World’s largest developer, producer World’s largest developer, producer
and integrator of weapons systemsand integrator of weapons systems
• Pima Community CollegePima Community College
• University of ArizonaUniversity of Arizona
Ensuring EquityEnsuring Equity
Latinos and College ChoiceLatinos and College Choice
• Factors that affect college choice:Factors that affect college choice:– Socioeconomic statusSocioeconomic status– Prior academic achievementPrior academic achievement– Degree objectiveDegree objective– State in which one livesState in which one lives– Other:Other:
• Limited information about optionsLimited information about options• Limited financial resourcesLimited financial resources• Proximity to family and communityProximity to family and community• Other Latinos/as attending (cultural connection)Other Latinos/as attending (cultural connection)
Source: Source: New Directions in Community CollegesNew Directions in Community Colleges, no. 133, Spring 2006, no. 133, Spring 2006
Risk Factors Risk Factors
• Delayed entryDelayed entry
• Enrolled part-timeEnrolled part-time
• Work full-timeWork full-time
• Have dependentsHave dependents
• Single parentSingle parent
• No high school diplomaNo high school diploma
• Financially independentFinancially independent
• PovertyPovertySources: U. S. Dept. of Education National Center for Education Statistics, 1995-1996 Sources: U. S. Dept. of Education National Center for Education Statistics, 1995-1996 National Postsecondary Student Aid Study; Community College Survey of Student National Postsecondary Student Aid Study; Community College Survey of Student Engagement.Engagement.
Components of Equity Components of Equity
• College PreparationCollege Preparation
• AccessAccess
• Academic Success, Goal AchievementAcademic Success, Goal Achievement
HOW CAN WE PROMOTE EQUITY FOR HOW CAN WE PROMOTE EQUITY FOR
HISPANICS?HISPANICS?
Source: Source: Defending the Community College AgendaDefending the Community College Agenda, Bailey and Smith Morest, 2006, Bailey and Smith Morest, 2006
Ensuring EquityEnsuring Equity
• College preparationCollege preparation– Educational continuum: K-12 to community Educational continuum: K-12 to community
colleges to universitiescolleges to universities– Pre-college programs, targeted preparation Pre-college programs, targeted preparation
programs – TRIO; counselingprograms – TRIO; counseling– Financial aid workshopsFinancial aid workshops
• AccessAccess– Open door at community collegesOpen door at community colleges– Developmental education, ESLDevelopmental education, ESL– Dual admissions programs, AP coursesDual admissions programs, AP courses
• Academic success– Degree commitmentDegree commitment– Intensity of attendanceIntensity of attendance– Engagement with faculty, collegeEngagement with faculty, college– Student success coursesStudent success courses– Welcoming climate, diverse campusWelcoming climate, diverse campus– MentoringMentoring– Transfer support on path to baccalaureateTransfer support on path to baccalaureate– Celebrations of culture, diversityCelebrations of culture, diversity
Ensuring EquityEnsuring Equity
Policy ImplicationsPolicy Implications
• Pre K-16 and beyond: pathways & Pre K-16 and beyond: pathways & transitionstransitions
• College knowledgeCollege knowledge
• Financial assistance & expanded accessFinancial assistance & expanded access
• State fundingState funding
• Emphasis on minorities in STEMEmphasis on minorities in STEM
• Articulation & transfer Articulation & transfer
• Immigration reform, DREAM ActImmigration reform, DREAM Act
