Pocc Workshop, 12/2/2010

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The Latino Student Fund (LSF) is an organization dedicated to ensuring that PreK-12th grade Latino/Hispanic students are provided with opportunities for a strong academic foundation in order to promote higher education and professional leadership. This presentation will discuss the current enrollment trend of Latino/Hispanic students in independent schools and assist school staff, faculty and administrators in developing tools to increase the success rate of current students as well as attracting new students to their school. We will explore some of the reasons that schools and families are often unable to successfully connect. The LSF will share the details of our signature "Scholars Program" which helps families enroll in independent and parochial schools and also provides financial support to students through academic scholarships.

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Pocc Workshop, 12/2/2010

  1. 1. HELPING HISPANIC/LATINOSTUDENTSENROLL AND SUCCEED IN THEINDEPENDENT SCHOOL COMMUNITY People of Color Conference December 2nd, 2010 10:00am-11:30am
  2. 2. PRESENTERS  Rosalia G-H Miller, Co-Founder & Board Chair, Latino Student Fund Maria Fernanda Borja, Executive Director, Latino Student Fund Margaret Mountjoy, Educational Programs Manager, Latino Student Fund
  3. 3. PRESENTATION GOALS Provide a better understanding of the current enrollment trends and challenges for Hispanic/Latino students in the independent and parochial school world. Discuss possible ways of alleviating such difficulties and outline what the LSF has done in the DC metropolitan region to address them. Gain a better understanding of how to attract and accommodate Hispanic/Latino students and their families in independent and parochial schools. Arrive at an understanding as to why this endeavor is so important in today’s society. Discuss the LSF national expansion pilot program.
  4. 4. THE LSF DIFFERENCE: PROVIDING HOPEFOR LATINOS, ONE STUDENT AT A TIME.Angelica Ayala came to the Latino Student Fund in 2009 after her teacher led her to believe that she would not make a viable candidate to apply to an independent school in her area.With the encouragement of theLSF, Angelica and her motherwere gradually convinced thatAngelica’s good grades andintrinsic motivation would not gounnoticed if they applied to theindependent schools that theyhad recently learned about. And so they did…
  5. 5. THE LATINO STUDENT FUND Mission Provide opportunities for a strong academic foundation for students of Hispanic descent in grades PreK-12 to promote higher education and professional leadership How does LSF do this? By ensuring equal access to the best educational resources of the Washington, DC metropolitan area through financial aid, academic support, and informational outreach
  6. 6. HISTORY AND NECESSITY OF LSF Founded in 1994 in Washington, D.C.  Poor school conditions  Parental frustration Commodity Necessity  Hispanics/Latinos who are in middle or high school have a significant gap in reading and math achievement compared with white and Asian students (NAEP 2005)  Only about 58% of Hispanic/Latino elementary children will go on to graduate from high school (NCLR 2009) Proven track record  All LSF scholars have finished high school & have been accepted to institutions of higher education
  7. 7. Latino Student Fund Educational Programs Scholars Tutoring Program Program•Financial Assistance •One-on-One Tutoring•Academic monitoring and aid •LISTO College Prep Program•School Application Assistance •SAT Preparation Courses•School Fair •Educational Workshops•Latino College Night •Mentorship•Community Building Events •ESL Classes for family members of tutees
  8. 8. THE SCHOLARS PROGRAM Provides financial assistance, educational support, and mentoring to PreK-12 students in the DC metropolitan area Scholarships are given based on academic excellence through a competitive application process. Eligibility requirements:  Be of Latino/Hispanic descent  Be an academically excellent student  Be accepted into an independent or parochial school  Receive financial aid from the school, archdiocese, or other organization
  9. 9. LSF Scholars: 2010-2011 $81,500 given to 80 ScholarsLSF Scholars by Grade Level LSF Scholars by Location 15% 16% 12 Scholars 13 Scholars Pre-K-1st Maryland 44% 2nd-5th 16%35 Scholars 13 Scholars Virginia 25% 6th-8th 20 Scholars 69% Washington, DC 9th-12th 55 Scholars 15% 12 Scholars The Scholars Program has provided more than 750 scholarships worth almost $1 million since the year 2000
  10. 10. ArgentinaLSF SCHOLARS COME FROM 19 HISPANIC COUNTRIES Bolivia Brazil Colombia Cuba Dominican Republic El Salvador Ecuador Guatemala Honduras Mexico Nicaragua Panama Paraguay Peru Portugal Puerto Rico Spain Venezuela
  11. 11. SCHOLARS PROGRAM GROWTH Growth of Scholars Program •There were over 240 100 applicants for the 2010- 90 86 2011 academic school year. 80 80 68 70 60 57 •LSF accepted 16 new 50 scholars for 2010-2011 40 30 20 •LSF provides financial 10 6 support to all accepted 0 scholars through 12th gradeNumber of Students 2010-2011 Scholars by grade Level 15 10 5 4 4 5 8 8 6 3 4 5 3 11 8 8 8 0 PreK K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th Grade Levels
  12. 12. LSF TUTORING PROGRAM Growth: Started in 1998 with 5 families meeting weekly at the National Cathedral School The Tutoring Program has served over 1,000 at-risk and underserved Latino students since 2000 This year (2010-2011)  Over 110 students are registered to receive tutoring! One-on-one tutoring offered to Latino students in PreK-12  Majority from the public school systems in DC, MD and VA  Students receive individualized tutoring with a concentration on literacy and math skills
  13. 13. THE SUCCESS OF OUR STUDENTS 100% of our scholars complete high school and have been accepted to institutions of higher education.  Last year, graduating seniors went to schools such as Stanford University, Harvard University, Colgate University, Penn State University, Boston College & Georgetown University We provide wrap-around services in a bilingual and culturally competent environment to ensure that our students succeed!
  14. 14. DISCUSSION: 5-7 MINUTESPLEASE TURN TO THE PERSON NEXT TO YOU ANDDISCUSS THE FOLLOWING QUESTIONS: 1. What are some of the challenges that you think minority students face in the independent school world? 2. Have you done anything to make the transition easier for students of color in your school or community? If so, what? 3. How could an organization like the Latino Student Fund help Hispanic/Latino students in your area?
  15. 15. WHY IT IS SO IMPORTANT If current trends continue, the Latino population, already the nation’s largest minority group, will triple in size and will account for most of the nation’s population growth from 2005- 2050. Hispanics will make up 29% of the U.S. population in 2050 compared with 14% in 2005. The value and importance of diversity in the school community is becoming recognized more and more each day. Parental and community involvement encourages, supports, and provides opportunities for teachers, parents and community leaders to work together to improve student learning. LSF acts as a built in intermediary. Failure to consider the integration of race, social class and gender in the classroom can lead to an inappropriate or simplistic prescription for educational equity and excellence.
  16. 16. CURRENT PUBLIC SCHOOL ENROLLMENT TRENDS Hispanic/Latino teens are more likely than any other racial or ethnic group to attend public high schools that have the dual characteristic of extreme size (over 1,838 students) and poverty. (NCES, 2003a) They are also much more likely than whites or blacks to attend the schools with the highest ratio of students per teacher. (NCES, 2003a) The dropout rate of Hispanics between 16 and 24 in 2008 was 18.3% compared to 9.9% of Blacks and 4.8% of Whites. (U.S. Department of Education 2010)
  17. 17. IMPROVING EDUCATIONAL OPPORTUNITIESFOR HISPANICS/LATINOS Research has suggested that small and moderate size schools foster more positive social and academic environments than large schools, especially for economically disadvantaged students (NCES, 2003a) A significant portion of the higher dropout propensity of Hispanic/Latino youth can be attributed to their less favorable family circumstances and the communities in which they reside. (PEW Hispanic Center, 2004) Many Hispanic/Latino students would benefit from attending schools with a more secure and structured learning environment.
  18. 18. HISPANICS/LATINOS AND INDEPENDENTSCHOOLS In many independent schools, minority students represent less than 10% of the student body. At the national level, Hispanic/Latino students make up about 3.7% of the total independent school student enrollment. (NAIS 2009)The LSF would like to increase these numbers to provide equal opportunities in education for young Hispanics/Latinos across the United States.
  19. 19. WHY? Unequal educational expenditures have serious consequences for the condition of school buildings, libraries and labs, computer equipment, richness of curricula offerings, the ability to hire experienced and certified teachers, class size, and the variety of extracurricular offerings. Such disparities affect how much children learn, how long they stay in school, their graduation rates, and the rates at which they successfully pursue further education after high school.
  20. 20. SCHOOL PROFILES Public Schools Independent Schools Average class size:  Average class size: 20.3 students 14 students Average teacher to  Average teacher to student ratio: 15.8 to 1 student ratio: 8.7 to 1 Average computer to  Average computer to student ratio: 7 to 1 student ratio: 4 to 1 (National Center for Education (NAIS FACTS AT A GLANCE, Statistics 2007-2008) 2009-2010)
  21. 21. FUTURE OUTCOMES:U.S. PUBLIC SCHOOL STUDENTS In 2008, approximately 8% of students age 16-24 were not enrolled in school and had not earned a high school credential (National Center for Education Statistics 2010) The rate of public school students entering college after graduation has fluctuated between 62-67% in recent years. (NCES 2010) In 2007-2008, only about 28% of high school graduates from high-poverty schools attended four- year colleges after graduation. (NCES 2010)
  22. 22. FUTURE OUTCOMES:INDEPENDENT SCHOOL STUDENTS Minority students who attend private high schools are more than twice as likely to attend four-year colleges than their counterparts in public schools (National Education Longitudinal Study 1988) Graduation from a private rather than a public school is related to attending a four-year college (Falsey & Heyns, 1984), attending a highly selective college (Persell et al., 1992) and earning higher income in adult life (Lewis & Wanner, 1979)
  23. 23. DISCUSSION: 5-7 MINUTESPLEASE TURN TO THE PERSON NEXT TO YOU ANDANSWER THE FOLLOWING QUESTIONS: 1.How do Hispanic/Latino students find out about independent and parochial schools in your area? 2.What could make the opportunity to attend these types of schools more of a reality for them?
  24. 24. LSF INDEPENDENT & PAROCHIAL SCHOOLPLACEMENT ASSISTANCE Who we serve: Latino families in the DC Metro area seeking application assistance and more information about the independent and parochial schools in the area. How we assist: The LSF makes school recommendations based on the academic performance and extracurricular interests of the child and his or her family. The LSF acts as a liaison between school and family when linguistic or cultural barriers arise. Group workshops offered: Preparing for Entrance Exams (SSAT, ISEE), Interview Skills, Financial Aid, and Application Essay Writing
  25. 25. CONTINUED SUPPORT FOR STUDENTS &FAMILIES The Latino Student Fund strives to provide a comfortable environment for Latino families to communicate their questions and concerns so that they have a full understanding of the independent /parochial school community and the expectations and possible challenges that they face. We hold events throughout the year for our scholars and attempt to create a sense of community between all of the families that we serve in the independent and parochial school community of the DC metropolitan region. The LSF also provides tutoring for scholars who may be struggling in school as well as a college preparation program each fall to assist high school students with the college application process.
  26. 26. SCHOLARS SPOTLIGHT: ANGELICA AYALATHE LSF DIFFERENCE Angelica Ayala was admitted to St. Andrew’s Episcopal School in Potomac, Maryland this school year where she has had many successes. She continues to attend LSF tutoring, not because she needs to but because she enjoys it! Angelica is just one example of the LSF difference and the support and resources that we provide to Latino/Hispanic families in the DC area.
  27. 27. PLANS FOR EXPANSION We would like to expand the LSF Scholars program to 5 cities nationwide by the year 2016. San Diego St. Louis New York Dallas/ Chicago Fort Worth
  28. 28. SHORT-TERM GOALS Determine LSF Guidelines for Accountability Participation Application EstablishingCreate & train Process & how to support an outreach Recruitment of students andteam in D.C. Students families Contact & Create systemcollaborate with Eligibility to track dataschool leaders Requirements and analyze in 5 cities results Establish Length of record-keeping Scholarship systems
  29. 29. LONG-TERM GOAL CONSIDERATIONS How many Rate of How many cities scholarships will per year? be awarded per Expansion city? How will students Adequate Which cities and schools have the become aware of this scholarship Cohort highest need? opportunity? Personal Logistical interviews, LSF visits/year, Report card tracking, annualManagement community checkpoints building events Academic support Linguistic and for scholarsLSF Support (Tutoring, College Cultural support for families Prep)
  30. 30. FINAL GROUP DISCUSSION Would the LSF Scholars program benefit your area?
  31. 31. THANK YOU!Please contact the Latino Student Fund to share your thoughts. For further information visit www.latinostudentfund.org or call 202-244-3438

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