The Education Lifecycle of African American and Latino/a Students: From Middle School Preparation to College Admission and Completion
1. CINDY PEREZ, PREP FOR PREP
SHEILAH SHAW HORTON, LOYOLA UNIVERSITY MARYLAND
RICCO SIASOCO, PREP FOR PREP
he Educational Lifecycle of African
merican and Latino/a Students:
om Middle School Preparation to College Admission
ompletion
ional Partnership for Educational Access Conference
il 25, 2014
2. • What are the socio-economic barriers to, and cultural
capital necessary for, college success among African
American and Latino/a students?
• How might an educational lifecycle that focuses on
intensive middle school preparation and extends into
college matriculation impact the graduation rates of
African American and Latino/a students?
• How can colleges and community-based organizations
partner to support these specific student populations?
Key Questions
3. • Vice President of Student Development and Dean of
Students
• Director of College Guidance
• Director of Undergraduate Affairs
• Professional experiences that span all sides of the table
• Colleges and universities
• Community-based organizations
• Clinical field experience
• Extensive work with first-generation college students at all stages of
educational lifecycle
Who Are We?
4. • International comparison of Academic Achievement. Fact Sheet by
Alliance for Excellent Education
• Study by OECD (Organization for Economic Co-operation and
Development) looked at fifteen year-old students from the United States
compared with fifteen-year-olds in other OECD member countries in the
Program for International Student Assessment (PISA) to measure of
academic proficiency
• In 2012 U.S. ranked 17th out of 34 OECD countries in reading literacy
• Seventeen percent of U.S. fifteen-year-olds did not reach PISA baseline
of reading proficiency
• U.S. raked twenty-first out of thirty four OECD countries in scientific
literacy
• U.S. average performance in mathematics was below the OECD
average , U.S. students ranked twenty-sixth out of thirty-four OECD
countries.
How Does U.S. Achievement Compare
to Other Countries?
7. • Educational Attainment trends between 1990-2012
• At least a high school diploma for 25-29 year olds increased from 86% to
90%
• Bachelor’s degree or higher increased from 23% to 33%
• Racial/Ethnic breakdown
• At least a high school diploma
• Whites: 90% to 95%
• Blacks: 83% to 89%
• Hispanics: 58% to 75%
• Bachelor’s degree or higher
• Whites: 26% to 40%
• Blacks 13% to 23%
• Hispanics 8 to 15%
Educational Attainment Trends
8. • Academic
foundation
• Social/emotional
development
• Vision for success
Part I:
Middle School to
High School
• Academic skill
development
• Leadership skills
• Interests defined
Part II:
High School to
College Matriculation • Academic
Achievement
• Personal and
professional
Development
Part III:
College Transition to
Graduation & Career
The Educational Lifecycle
10. • K-6
• Universal Pre-K
• Baby College (Harlem Children’s School)
• Middle School Programs
• Community-based and public school programs
• Prep for Prep
• Family Engagement
Early School Interventions
11. • Transitions
• Identify them and stressors that normally occur
• Academic Life
• Assessments
• Time Management
• Social/Extra-curricular
• Interest and level of involvement
Transition from Middle School to High
School
13. • Barriers
• Diversity of student issues with race and ethnicity
• Financial Challenges
• Family Support
• Utilizing Resources
• Interpersonal Challenges
• 9-12 Academic Achievement
• College Guidance
Transitioning from High School to College
14. • Assessment of current student situation
• Curriculum rigor and achievement
• Academic and Social
• Identifying gaps
• Family influence
• Motivation
• Interests and college fit
Providing College Access
15. • Financial considerations
• Intervention
• Secondary school College Counselors
• AVID: Advancement Via Individual Determination
• National College Advising Corps
• Pre-Summer College Programs
• Franklin and Marshall College Prep Program
• Community Based Organizations
• Prep for Prep, Urban Youth Collaboration, City Squash, Posse Foundation,
REACH Prep and Figure Skating in Harlem.
Providing College Access
16. • Prepare Campus for the arrival of diversity
• Strategically align resources
• Target to Open Resources
• Connect with Outside Resources
Strategies
18. • Academic + Social = Professional Advancement
• Vision for Future + Realistic assessment of skills and Career
Requirements = Opportunity
• Practical Skills
• Self Advocacy
• Asking Questions
• Breaking Tasks into Manageable Parts
• Using the resources = empowerment
Equations for College Success
19. • Summer Bridge Programs
• Loyola University Maryland:
Ignatius Scholars Program
• Boston College: College Transition Program
• College Guidance (Prep for Prep)
• Graduation Rates
Successes for Male Students of Color
20. • At college level:
• What outside organizations do your students attend? Is there
organizational collaboration?
• Does your bridge program extend into academic year?
• Does it expect ongoing relationship with faculty of advisors – how is this
structurally designed?
• How has the environment prepared itself for the diversity?
• Educated staff and faculty
• Physical environment of openness
• Consider potential financial barriers to early support and success
• Created programs to target specific groups
Questions for the Audience
21. • Cindy M. Perez
• Director of College Guidance
• cperez@prepforprep.org
• Sheilah Shaw-Horton
• Vice President for Student Development, Loyola University
• sshorton@loyola.edu
• Ricco Siasoco
• Director of Undergraduate Affairs
• rsiasoco@prepforprep.org
Contact Information