1

The Unidos Project for Latino Student SuccessGetting to the Big Goal in Albuquerque by 2025

February 2013

2

Increase the proportion of individuals with high-quality degrees and credentials to 60% by the year 2025

Hispanos/Latinos constitute 1 in 6 individuals in the

United States, with a college completion rate of 19.2%

The Lumina Foundation’s “Big Goal”

3

• From 2005 to 2010, the percentage of Hispanos/Latinos enrolled in public school in New Mexico increased from 53.3% to 56.6% (NM Public Education Department).

• In 2012, the statewide Hispano/Latino 4-year high school graduation rate was 67.7%, up from 59.3% in 2011 (NM Public Education Department).

• In 2010, the statewide Hispano/Latino 6-year college graduation rate was 37.1%. This rate was 9% lower than that of White students (Chronicle of Higher Education).

In New Mexico...

Source: U.S. Census, ACS 2010, 3-Year Estimates, Bernalillo County, Ages 25 and older

White, Not Hispanic Hispanic American Indian African American0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

21

6 8 11

24

10 9

17

7

6

12

8

25

22

30

31

18

31

29

28

4

25

126

12th grade or lower, no diploma

High school diploma, GED, or alternative credential

Some college, no degree

Associate's degree

Bachelor's degree

Graduate degree

Hig

hest

Lev

el o

f Edu

catio

nal A

ttai

nmen

t(P

erce

ntag

e of

Indi

vidu

als

in B

erna

lillo

Cou

nty,

Age

s 25

an

d ol

der)

Educational Attainment in Bernalillo County, 2010

4

APS Four- and Five-Year High School Graduation Rate,All Students & Hispanics

5

Source: New Mexico Public Education Department. The 4-year rate is the percentage of students who graduated in the given year within four years. The 5-year rate is the percentage of students who graduated in the given year within five years.

2008 2009 2010 2011 201250.0%

60.0%

70.0%

80.0%

68.8%69.8%

67.0%

63.2%65.1% 64.7%

63.4%65.0%

63.5% 63.7%

56.0%

58.2%

60.8%59.5%

61.6%

5-Year Rate (All Students)

4-Year Rate (All Students)

5-Year Rate (Hispanics)

4-Year Rate (Hispanics)

6

Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 200815%

25%

35%

45%

55%

65%

35.9%

32.8%

35.7%34.8%

45.1%

CNMSuccess Rate (%), 2004-2008 Cohorts,

By Race and Ethnicity

Asian Black, non-Hispanic HispanicNative American White, non-Hispanic

Source: CNM, Office of Planning and Institutional Effectiveness. The success rate measures each cohort of new students taking nine or more credit hours who are successful after three years. Success is defined as earning a degree, earning a certificate, or transferring.

7

Source: UNM, Office of Institutional Research, OIR Freshman Cohort Tracking Report, Fall 2011. The six-year graduation rate is the percentage of first-time, full-time, degree seeking students who enroll at UNM in the given year and graduate with a Bachelor’s degree or PharmD degree, or who are enrolled in the fourth fall of the PharmD Program within six years.

1999 2000 2001 2002 2003 2004 200515%

25%

35%

45%

55%

65%

54.8%

49.2%

41.6%

37.0%

22.1%

UNM-Main CampusSix-Year Graduation Rate (%), By Race and Ethnicity

AsianWhiteHispanicBlackAmerican Indian

8

The Unidos Project for Latino Student Success

Our Vision: 55,000 Degrees for Hispanos/Latinos by

2025(25,000 new degrees)

Our Goals:1. Graduate more Hispano/Latino

students from high school.

2. Enroll more Hispano/Latino students in postsecondary education.

3. Graduate more Hispano/Latino students from two-year and four-year colleges & universities.

9

How Can We Achieve Our Vision?

• Set ambitious, yet achievable, targets aligned to each goal.

• Build a backbone structure to support collective impact.

• Develop four strategic focus areas with mutually reinforcing activities that are aligned to the big goals.

• Create workgroups for each strategic focus area to implement the activities.

• Report progress regularly and make adjustments, as needed.

10

Structure of the Unidos Project

Unidos Leadership Team

Cross-Sector Groups

Opening the Gate

Increasing the Flow

Reclaiming the Flow

Removing Barriers

Project Director

Community Liaison Data Manager

Facilitators, Strategy Group

1

Facilitators, Strategy Group

2

Facilitators, Strategy Group

3

Facilitators, Strategy Group

4

Unidos Council

Principal Investigator

11

Four Strategic Focus Areas

1. Opening the Gate: Redefining and Scaling Up Services to Support Students and Families (Abriendo La Compuerta)

2. Increasing the Flow: Helping Students and Families Understand the Transformational Power of Education (Aumentando La Corriente)

3. Reclaiming the Flow: Bringing Students Back (Recuperando La Corriente)

4. Removing Barriers: Institutional Development to Facilitate Seamless Transitions (La Limpia)

Photo credit: New Mexico Acequia Association, http://www.lasacequias.org/

12

Implement Mutually Reinforcing Activities: Opening the Gate

Activities:A. Develop system of “one-stop” support services:

YDI-Elev8 Full-Service Community Schools (2 high schools) CNM Connect UNM Lobos Unidos

B. Deploy and support achievement coaches at CNM & UNM and college/career counselors at APS

C. Identify early warning indicators and create/deploy early warning data systems at APS, CNM, & UNM

D. Better integrate academic & non-academic supports at APS, CNM, & UNM

Goals:1. Create a seamless system of academic and non-

academic supports for students at APS, CNM, and UNM.2. Identify students at risk of dropping out of high school

or college and connect them to the appropriate support services.

13

Implement Mutually Reinforcing Activities: Increasing the Flow

Goals:1. Strengthen the role of caring adults through mentorship and

family engagement.2. Support more positive youth development opportunities.3. Provide career exploration opportunities. 4. Assess and provide opportunities to improve workforce skills.5. Assess the local and regional & economic environment for job

opportunities.

Activities (for each goal): A. Conduct a needs assessment that includes a comprehensive asset

map of community resources;B. Identify opportunities to encourage & promote advanced

educational attainment among Hispano/Latino students;C. Pull together groups and organizations within each focus area to

develop a common agenda; andD. Provide support to the groups so they can build the capacity

necessary to serve a larger population of students in a collective manner.

14

Implement Mutually Reinforcing Activities: Reclaiming the Flow

Goals:1. Increase GED options for students who have dropped out.2. Increase adult basic education opportunities.3. Increase high school credit recovery opportunities.4. Increase outreach to students who have stopped out of UNM &

CNM.

Activities: A. Build program capacity for goals 1-3 through policy advocacy to secure

needed resources (to meet existing unmet demand).B. Create “Reclaiming the Flow Network” of all GED, ABE, credit/dropout

recovery programs to coordinate policy agendas, share best practices, and develop formal partnerships with institutions of higher education to streamline enrollment of students who complete these programs.

C. Develop a plan to recruit students from GED, ABE, and credit/dropout recovery programs and schools directly into CNM and UNM.

D. Align existing “graduation projects” already in place at CNM and UNM to bring back students who are close to graduating and to automatically award degrees to students who have met the requirements but never filed.

E. Explore reverse articulation options for transfer students.

15

Implement Mutually Reinforcing Activities: Removing Barriers

Activities: A. Implement equity scorecard at APS, CNM, & UNM.B. Identify, align, implement, & institutionalize culturally

proficient policies and practices at APS, CNM, UNM, and within all of our organizations.

C. Change policy and practices to raise expectations and set high goals for Hispano/Latino student success.

D. Assess and evaluate state and institutional policies that impact access to college education, and implement new policies to increase access.

E. Identify and promote successful Hispano/Latino role models to assist in changing negative perceptions that encourage low expectations.

Goals:1. Create greater equity for Hispano/Latino students within our

educational institutions.2. Combat the culture of low expectations.