Hispanic Serving Institutions Dr. Eva Serrano Former Title V Director, Morton College (HSI) Currently at Aurora University Assistant Professor, College of Professional Studies

Looking to the future Latino college enrollment is projected to increase faster than other groups. Between 2006 and 2017, enrollment of Hispanic students is projected to increase 39%, compared to 5% for whites, 26% for blacks, 26% for Asian/Pacific Islanders, 30% for American Indian/Alaska Natives, and 1% for nonresident aliens. Source: Projections of Education Statistics to 2017, NCES, 2008

Demographics: Current Facts 45.5 million Hispanics in the U.S. (2007) 3.9 million in Puerto Rico Median age is 27.6 for Hispanics compared to 36.6 for the population as a whole Almost half of the nation’s Hispanics live in California (29.1%) and Texas (18.9%). In Illinois, 15% of state population is Hispanic.

Hispanic Educational Attainment 40.7% of Hispanics 25 and over have not completed high school, compared to 13.9% of non-Hispanic whites. 8.8% have a bachelor’s degrees and 3.6% an advanced degrees, compared to 18.6% and 9.8% for non-Hispanic whites. 54% of Hispanic high school graduates ages 16-24 were enrolled in college in 2005, compared to 73.2% for non-Hispanic whites.

The Question How can the United States keep its promise to provide and support educational access and opportunity to U.S. Hispanics/Latinos, the fastest growing minority group in the country?

Federal Mandate 1992 Higher Education Act (HEA) of 1965 is reauthorized and this leads to the creation of federal programs and funding to support Hispanic Serving Institutions (HSIs) HSI eligibility: degree-granting institutions with full-time equivalent undergraduate enrollments that are at least 25% Hispanic 1998 Further legislative efforts in the reauthorization of HEA of 1965 which result in a separate designation for HSIs, Title V Why is this important? A distinct identity within federal discussion of higher education was finally established related to U.S. Latinos

Criteria Eligibility criteria Enrollment NOT mission among accredited and degree-granting public or private nonprofit IHEs 25% or more total undergraduate Hispanic full-time equivalent student enrollment

HSIs share strengths & challenges Motivated to pursue higher education Appreciate a work ethic Respect and value their family Believe in the value of higher education Often bilingual/bicultural

Strengths & challenges (con’d) First in their family to attend college Come from low-income families Work 20 or more hours per week

What does federal government fund? Mission To enhance and expand the capacity of eligible IHEs to serve Hispanic and low-income students by providing funds to improve and strengthen the academic quality, institutional stability, management, and fiscal capabilities of eligible institutions. Types of Projects Funds may be used for activities such as: faculty development; funds and administrative management; development and improvement of academic programs; endowment funds; curriculum development; scientific or laboratory equipment for teaching; renovation of instructional facilities; joint use of facilities; academic tutoring; counseling programs; and student support services. 5-year individual development grants (up to $2 million) 5-year cooperative arrangement development grants ($2mm-$3mm) 1-year planning grants

Appropriation History Year 1 (1993) $45 million allocated, but only $12 million became available By 1997, only $10.8 million was appropriated Fiscal Year 2006 $94,914,270 Fiscal Year 2007 $94,914,270 Fiscal Year 2008 $93,255,852

Quantity of Hispanic Serving Institutions in the U. S Quantity of Hispanic Serving Institutions in the U.S. & Puerto Rico (HSIs)

HSIs (con’d) Of these, 128 (48%) were public two-year institutions, 57 public four-year institutions, 71 private four-year institutions, and 10 private two year institutions.

Where are HSIs located?

HSIs in Illinois (2006-07) Institution Total Hispanic % Hispanic CCC-Truman College 5,678 2,443 43.0 CCC-Malcolm X 3,986 1,379 34.6 CCC-Daley College 5,802 3,851 66.4 CCC-Wright College 5,675 2,691 47.4 Lexington College 52 14 26.3 Morton College 2,544 1,909 75.0 Northeastern IL Univ. 6,823 1,959 28.7 Saint Augustine 1,150 960 83.5 Triton College 7,752 1,969 25.4 Waubonsee CC 4,860 1,218 25.1 Illinois TOTAL 44,322 18,394 41.5

Emerging HSIs in Illinois (2006-07) Institution City Total Hispanic % Hispanic CCC Harold Washington Chicago 5,480 1,234 22.5 College of Lake County Grayslake 8,284 1,672 20.2 Dominican Univ. River Forest 1,347 300 22.3 Elgin Comm. College Elgin 5,497 1,328 24.2 MacCormac 150 37 24.4 Robert Morris 4,333 1,008 23.2 Illinois TOTAL 25,092 5,579 22.2

What does this mean? 1,968,000 Hispanics were enrolled in college in 2006, including 192,000 in Puerto Rico 268 HSIs are home to 51% of all Hispanics enrolled in postsecondary education

Looking ahead Emerging HSIs (20-24%) across the U.S. 67 institutions with 80,945 Hispanic students U.S. Latino population is young Will HSIs expand in number across the country?

Successful guiding practices Create a culture of evidence at the institution to encourage the use of disaggregated data to better understand how Latino and other students are performing and to guide campus decisions and initiatives. Share data on Latino students with faculty, staff, and students at least once a year so that they know how students are performing.

Successful guiding practices (con’d) Use short-term measures of academic progress to guide improvements in curricula, instruction, and support services for Latino students. Encourage and support the sharing of disaggregated student data between community colleges and baccalaureate-granting institutions to help establish better transfer pathways and to understand the barriers and facilitators for Latino college student success.

Successful guiding practices (con’d) Provide a holistic approach to serving Latino students within the institution. Incorporate leadership, research, academic programs, support services, and student life programs. Partner with other educational organizations in the community to align educational resources. pathway to better support students.

Successful guiding practices (con’d) Seek external sources to develop and test innovative practices while adding proven practices to the institutional budget. Apply lessons learned in improving services to Latinos to improve services for all students.

Sources www.ed.gov www.edexcelencia.org www.hacu.net Macdonald, V.M., Botti, J.M., & Hoffman Clark, L. (2007). From Visibility to Autonomy: Latinos and higher education in the U.S., 1965-2005. Harvard Educational Review, 77 (4), 474 -504.