ENLACE: Pathway

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ENLACE Pathway
California ENLACE Engaging Latino Communities
for Education The College Board Conference Las
Vegas February 26, 2006 A W.K. Kellogg
Foundation Initiative

• A Framework for Phase III Work
• Developed jointly by the Santa Barbara and Santa
  Ana ENLACE teams

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California ENLACE Presentation Team

• Sara Lundquist, Ph.D., Vice President, SAC
  lundquist_sara_at_sac.edu
• Juan Francisco Lara, Ph.D., Associate Vice
  Chancellor, The University of California, Irvine
  lara_at_uci.edu
• Silas Abrego, Ed.D., Associate Vice President,
  California State University, Fullerton
  sabrego_at_fullerton.edu
• Richard Duran, Ph.D. Professor, University of
  California, Santa Barbara duran_at_education.ucsb.
  edu
• Erlinda Martinez, Ed.D., President, SAC
  martinez_erlinda_at_sac.edu
• Rosa Harrizon, Parent Program Leader, SAC
  harrizon_rosa_at_sac.edu

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Vision for California ENLACE

• Build on the strength of documented best
  practices established in Latino serving
  partnerships (1999-2005).
• Seed the development and implementation of next
  level efforts to expand the Latino pipeline to
  higher education
• Advance a set of inter-regional efforts that
  support student-centered educational achievement
  work in emerging Latino communities
• Create demonstration models for the state in
  pre-college student academic development,
  admissions, college and university retention,
  education-centered community empowerment, and
  related research and policy.

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CALIFORNIA Engaging Latino Communities in
Education (ENLACE)

• Expands a W.K. Kellogg Foundation initiative to
  increase Latino educational achievement in which
  13 partnerships in 7 states were funded from
  1999-2005.
• California now has a statewide grant to expand
  best practices focused on supporting
  college-going for Latinos in California.
• Focal points include
• Academic Achievement
• Parent and Community Involvement
• Policy
• Direct Financial Support for Students
• CA ENLACE funds ARCHES Planning Grants and
  participates on the ARCHES/ENLACE Leadership Team
  

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California ENLACE Founding Partners

• Santa Barbara
• Santa Barbara Unified School District
• Oxnard Community College
• Ventura Community College
• California State University Channel Islands
• University of California, Santa Barbara

• Santa Ana
• Santa Ana Unified School District
• Santa Ana College
• California State University, Fullerton
• University of California, Irvine

The W.K. Kellogg Foundation
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The Pillars of California ENLACE
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The Academic Core Overview Juan Francisco Lara

• Establish goals and academic achievement models
  for Latinos in accordance with Californias
  Master Plan for Higher Education
• 12.5 UC eligible
• 33 CSU eligible
• The remainder invited to attend a community
  college
• Expand the number of institutions that establish
  a default A-G (rigorous) pre-college program of
  study for all students
• Create and implement academic, co-curricular, and
  professional development interventions in the
  Pre-K to graduate school continuum

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The Academic Core - Strategy One ARCHES/ENLACE
Academic Achievement Planning Grants

• Vision and strategies of ARCHES/ENLACE
• Goal To impact student academic achievement in a
  sustainable way through the formation or further
  development of a partnership
• Results Sought Documented Pre-K to transfer
  increases in student academic achievement and the
  establishment of institutional practices that
  will sustain them.

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ARCHES/ENLACE
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ARCHES/ENLACE Planning Grants

• Availability of Qualified Teachers and
• Professional Development
• Foothill DeAnza Community College District
• San Bernardino County Office of Education
• San Diego Regional Economic Development
  Corporation
• Greater Access to Quality Pre-School
• San Luis Obispo County Office of Education
• Increase in College-Going Rates
• Imperial Valley County Office of Education
• Los Rios Community College District
• Merced County Office of Education
• Sonoma County Office of Education
• Reduction in Secondary School Attrition
• California State University, Northridge
• Community College Transfer
• College of the Siskyious
• Tulare County Office of Education

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The Academic Core - Strategy Two Expand the
Implementation of Rigorous Pre-College Programs
of Study for Latino Students in California

• Rigorous Pre-College Tool Kit
• Policy sample
• Discipline-specific course sequence
• Course placement chart
• School site mapping
• Mastery teaching strategies-peer teams
• Statewide dissemination and training to
  partnerships, school districts, and educators

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Part I Pre-College ReadinessPolicy-Programs-Prac
tice Impact
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SAUSD Mastery Learning Math Sequence 8th Grade
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Santa Ana High School Pre-Algebra 2003-2004
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The Academic Core Sy AbregoSustaining the Work
at CSU Fullertonand Forging Alliances with Key
Partners

• Summer Bridge/ENLACE
• The Chicano Resource Center
• The BA Beyond University Outreach
• The Student Affiliates
• The Chicano-Latino Intersegmental Convocation

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Summer Bridge/ENLACE

• This is a six-week residential program for
  incoming first-time freshman students. It
  transitions them to university life and prepares
  them for the rigors of university work.

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The Chicano Resource Center

• Ongoing Activities
• Provide scholarship information and links through
  the Chicano Resource Center website.
• Offer referrals and assistance to students.
• Facilitate higher education workshops to K-12
  students
• Promote and distribute ENLACE information.
• Communicate with students via e-mail to inform
  them of scholarship opportunities, workshops, or
  other valuable information that will help them
  succeed at Cal State Fullerton

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The BA Beyond/University Outreach

• Discipline-specific coalitions of faculty to
  identify and rectify barriers to Latino
  advancement to graduate school.
• Services Provided for Outreach
• Titan Choices Program places a CSUF student
  intern at each comprehensive high school in Santa
  Ana 14-17 hours per week.
• Interns provide workshops on CSU Mentor
  application, FAFSA, Higher Ed options.
• Interns assist Higher Ed Center Coordinators
• Provide recruitment services at the high schools
• Actively participate in the Santa Ana Partnership
  and deliver services through the partnership

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ENLACE Student Affiliates

• Santa Ana Mentoring Program Focusing on first
  and second year Santa Ana Students.
• Pair them up with a faculty and/or staff on
  campus to create retention among the
  underrepresented students.
• Provide on and off campus resources
• Website
• Offering a list of scholarships to Chicano/Latino
  students regardless of citizenship status
• www.mechacsuf.com (link ENLACE/AB-540)
• Provide CSUF students information and resources
  about AB-540
• Workshops
• Plan informative session dealing with issues,
  such as AB-540, The Dream Act, and any other
  Legislatures that are affecting the community and
  the pursue of Higher Education
• ENLACE Partnership
• Collaborating with different institutions (UCI,
  CSUF, and SAC) on the importance of pursuing
  higher education to high schools and middle
  schools.
• Work with coalitions and organizations e.i
  Padres Promotores, Orange County Dream Team
  Coalition, and Higher Education Centers to
  educate the community as well as the students.
• Building relationships with administrative staff
  to help us achieve our goals.
• Attending conference to acquire the leadership
  skills and knowledge that would benefit the
  community and students.

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The Chicano-Latino Intersegmental Convocation

• The Chicano Latino Intersegmental Convocation
  (CLIC) is a voluntary coalition of California
  higher education administrators, faculty, and
  students from the three public segments and the
  independent sector. CLIC was established in the
  early 1990s to sponsor periodic statewide
  convocations designed to inform the higher
  education community, non-profit policy and
  advocacy organizations, and policy makers about
  issues and challenges facing Chicano/Latinos in
  higher education.

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Parent Community Engagement Richard Duran

• Build Phase II model strategies, partners, and
  materials, to expand both the scope of effort as
  well as the documentation of impact
• Develop a Parent-to-Parent program expansion and
  support model
• Identify/develop model training and dissemination
  materials (within beyond our present efforts)

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Parent Community Engagement (cont.)

• Dynamic Relations of Exchange
• Programs are in constant flux and need to be
  adaptive
• Partnerships are central and need to be
  responsive to community values as well as to
  partner institutions values
• Expertise is distributive
• Regional and broader networking needs attention
• Policy impact requires more complex
  collaborations

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Parent Community Engagement (cont.)

• Key Element of Programs
• Goals and Design
• Evaluation
• Diffusion
• Implementation
• Communication
• Policy Impact

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Policy Sara Lundquist

• Locate all CA ENLACE work in the policy context
  of Californias Higher Education Master Plan.
• Seek policy opportunities through work with local
  institutions and communities, at the statewide
  level, and nationally.
• Use research accumulated evidence to leverage
  change and catalyze action.

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Policy Goal To increase the number of A-G
courses required for high school graduation (at
school sites, within districts, and statewide)

• Document baseline course requirements with
  scale-up plans by discipline, course, and
  academic program year.
• Documentation of course sections offered and
  student enrollments in specific pre-college
  courses for each active enrollment period
  associated with CA ENLACE.

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Policy Strategies Increasing CSU/UC Eligibility
and Enrollment

• Create an A-G Implementation Task Force with
  representatives of public high school districts
  that have enacted A-G course requirements as a
  condition of high school graduation. Document
  the incremental impact on student academic
  achievement in specific gateway courses.
• Provide testimony to policymaking and influencing
  groups and model evaluation/ outcomes assessment
  tools.
• Identify a set of best policies and practices in
  A-G districts.
• Develop a tool kit for aspiring A-G districts/
  schools to support their transition to a rigorous
  curriculum.

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Policy Goal To retain and improve state/federal
statute which provides the opportunity for
undocumented students to attend public
institutions of higher education nationally

• To retain current provisions of AB 540
• To expand AB540 provisions to include access to
  need-based state aid
• To enact federal legislation that would provide
  for the above as well as enable college graduates
  to receive permanent residency status

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California ENLACEPolicy Partners

• NALEO The National Association of Latino Elected
  Officials
• CLIC The Chicano-Latino Intersegmental
  Convocation
• HACU The Hispanic Association of Colleges and
  Universities
• Education Trust West
• The Orange County Dream Team and LULAC

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Research Evaluation

• Document/replicate best practices
• Identify and analyze initiative-specific and
  systemic student achievement data
• Engage undergraduate graduate students in
  research projects (UC/CSU/CCCs)
• Develop and disseminate related publications as
  appropriate

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Funding Resource Development Focal Points

• Institutional and system wide resources are a
  continuing and essential component of the
  initiative
• Support from the Kellogg Foundation is leveraged
  to obtain supplemental funding from local, state,
  and national sources
• Work is connected to related programs in host
  institutions the expanded partnerships

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Reflections from the Presidential Perspective
Erlinda Martinez

• The value-added benefits of leading an
  institution that uses collaboration to increase
  student academic achievement
• A Different Scorecard
• Regional Intersegmental Alliances
• Resource sharing
• A pervasive culture of student-centered
  risk-taking and innovation

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English Math Placement in College of Santa Ana
ENLACE Partnership High School Students

• From the onset of ENLACE in 1999 through 2005,
  students graduating from high school and
  attending Santa Ana College (the districts 1
  higher education destination) academic placement
  rates have jumped dramatically.
• Students from feeder high schools placing into
  remedial English classes dropped by 30 while
  those placing into university level English rose
  460 over the same period.
• Students from GU high schools placing into
  remedial Math classes dropped by 33 while
• Those placing into college level math rose by 57

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The Import-Export Business Best Practices in
Student Achievementand College-Going

• Student Retention and University Transfer
• Freshman Experience/Learning Communities
• Dedicated Pathway to UCI and CSUF
• U-LINK and SSTI
• HSI Pipeline with CSUF
• Evaluation and Impact Analysis
• Supports a results-oriented culture
• Stimulated continuous reflection and improvement
• Complex, vast, and challenging, but ultimately
  defines our college as nothing else we did in
  isolation could

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Reflections from the Parental Perspective Rosa
Harrizon

• The formation and growth of the Padres Promotores
• Peer Leadership Advocacy Training
• Home Visits
• Platicas
• New Publication

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Reflections from the Parental Perspective (cont.)

• The difference between parent involvement and
  parent empowerment
• National and state training dissemination
  efforts
• Belonging to a partnershipbenefits for parents
  and students
• Belonging to a partnershipbenefits for
  institutions when parents are empowered

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Closing Reflections

• What comments or questions do you have for any of
  the panelists?
• What related efforts have you been closely
  involved with that might inform this initiative
  and parallel efforts underway nationally?
• What critical issues or challenges were not
  addressed?
• Thank you for your participation and
  consideration of this work in progress