REALITY CHECK - ERIC · 2013-08-02 · reality check of institutional practices that support Latino...

REALITY CHECK:H I S P A N I C - S E R V I N G I N S T I T U T I O N S O N T H E T E X A S B O R D E R STRATEGIZING FINANCIAL AID

1EXCELENCIA IN EDUCATION

TABLE OF CONTENTSFOREWORD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

EXECUTIVE SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

POLICY ENVIRONMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

THE ROLE OF FINANCIAL AID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

STATE CONTEXT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Texas Border. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Profile of financial aid in Texas Border Institutions . . . . . . . . . . . . . . . . . . . . . . . . 11

Financial aid practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

PROMISING FINANCIAL AID STRATEGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

POLICY RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

CAMPUS TEAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

This brief was written by: Deborah A. Santiago, Vice Presidentfor Policy and Research, Excelencia inEducation

A PDF version is available on the web atwww.EdExcelencia.org

Excelencia in Education accelerateshigher education success for Latino stu-dents by providing data-driven analysisof the educational status of Latinos, andby promoting education policies and in-stitutional practices that support theiracademic achievement. A not-for-profitorganization, Excelencia is building a net-work of results-oriented educators andpolicymakers to address the U.S. econ-omy’s need for a highly educated work-force and for civic leadership. Inaddition, Excelencia in Education is rec-ognized as a leading information sourceon Latinos in higher education. Formore information, please visitwww.EdExcelencia.org.

TG is a public, nonprofit corporationthat helps create access to higher educa-tion for millions of families and studentsthrough its role as an administrator ofthe Federal Family Education Loan Pro-gram (FFELP). Since 2005, TG hasawarded nearly $15 million in grantfunding through the TG Public BenefitCompetitive Grant Program for need-based aid, academic and support servicesfor students and families, and educationresearch. For more information aboutTG’s Public Benefit Program, please visithttp://www.tgslc.org/publicbenefit/index.cfm

© 2010 by Excelencia in Education.Material may be duplicated with fullattribution. ABOUT THE AUTHOR

Deborah A. Santiago is co-founder and Vice President for Policy and Research at Excelencia inEducation and brings her extensive experience in education policy and research to the challengeof accelerating Latino student success.

ACKNOWLEDGMENTSThis brief was developed with the support of the TG Public Benefit Grant Program. The briefincludes summaries of site visits and interviews with staff and administrators as well as focusgroups with students at each of the eight campuses. We gratefully acknowledge theircontributions and insights.

The brief benefited from input and review by representatives from each of the institutionshighlighted in the brief. The brief also benefited from input by Victor Saenz, Assistant Professor,Higher Education Administration, The University of Texas at Austin, and several graduatestudents. In addition, the brief was reviewed by Sarita Brown, President, Sally Andrade,Research Associate, Excelencia in Education, and Jacob Fraire, Assistant Vice President, TG,Educational Alliances. The author is solely responsible for any errors in content.

The opinions expressed in this report the author’s and do not necessarily represent the views ofTG, its officers or employees.


Increasing college degree completion is an important goal.As Latino representation in U.S. higher education grows, a

reality check of institutional practices that support Latinostudents’ access, persistence, and graduation is needed. Thisbrief examines financial aid strategies aimed at increasingenrollment, academic success and degree completion at eightTexas Hispanic-Serving Institutions (HSIs) located along theU.S.-Mexico border serving low-income communities.

The following colleges and universities along the Texasborder rank among the top institutions, both statewide andnationally, in enrolling and graduating Latino students:

• Texas A&M International University

• The University of Texas at Brownsville

• The University of Texas at El Paso

• The University of Texas Pan American

• Laredo Community College

• Texas Southmost College

• El Paso County Community College District

• South Texas College

These institutions have increased access during challengingeconomic times and are implementing strategies to addressboth the students’ and the institutions’ financial constraints inefforts to improve student persistence and degree completion.The following are key findings, financial aid strategies, andpolicy recommendations for addressing the access andretention of Latino students in the Texas border region.

Findings

n The low-income of many Latino families in the Texasborder and the ongoing economic crisis have resulted in aneed for most students to work while going to college.These financial constraints limit Latino students’persistence and completion rates.

n Federal financial aid is critical for Latino students to payfor college. In 2008-09, almost 75 percent of students inTexas relied on federal resources to pay for college.

n Texas and federal financial aid programs have variouscriteria for participation and renewal and are onerous forinstitutions and for students to track.

n Latino students in these Texas border institutions hadlimited knowledge about their financial aid options. Manydid not consider student loans to be financial aid, andthey did not know how to navigate the financial aidprocess or to identify multiple information sourceswithout institutional guidance.

n Financial aid staff described a general aversion by Latinostudents to borrowing, but also noted that currentincreases in college costs and economic constraints haveresulted in an overall increase in the number of Latinostudents taking out loans to pay for college.

n Default management was a concern for the Texas bordercolleges and universities. Institutions did not want tojeopardize Pell grant eligibility for all students by havinghigh default rates, but staff also recognized loans werebecoming an increasing necessity for students to pay forcollege costs (especially at public universities).

n Institutional leaders were concerned they would not havesufficient resources or staff to provide the same level ofinformation and services to students previously providedfrom lenders and guarantors before the change to federalDirect Loans.

EXECUTIVE SUMMARY

2REALITY CHECK: HISPANIC-SERVING INSTITUTIONS ON THE TEXAS BORDER STRATEGIZING FINANCIAL AID

The economy of the last few yearshas been a sobering experience for

many families in the United States.Today people feel the budget cuts,reductions in earnings and loss of jobs.Nonetheless, employers, workers andstudents recognize we live in aninternationally competitive marketplace,and to participate effectively in thisknowledge-based economy requires acollege degree.

Thus, degree completion has become amajor policy topic. Federal, state andlocal education leaders are attemptingto track students by enrollment,persistence, transfer and graduationpatterns. Philanthropic leaders are supporting coalitions tofocus the attention of policy makers and donors on theUnited States’ floundering position in its rates of highereducation graduates.

At the same time, the composition of the student bodycontinues to evolve with greater numbers of first generationcollege-goers; among them are large numbers of Latinostudents. Higher education is expected to serve thesestudents. This is today’s reality.

Ironically, eight Texas border colleges and universities, in oneof our country’s most-impoverished regions, are consciouslyserving 21st Century students and have designed nationally

significant models for serving Latinostudents. Excelencia in Education firstexamined these institutions in 2008and released ALASS: AcceleratingLatino Student Success at Texas BorderInstitutions: Possibilities and Challenges.The brief reviewed enrollment andgraduation trends at these Texas borderinstitutions, highlighted promisingprograms and strategies for increasedparticipation and success of Latino students, and offered policy recom-mendations to further improve successrates for the State’s Latino students.

Now, in these tough economic times,Excelencia in Education — withsupport from TG — returns to these

institutions to examine how they handle financial aid andfulfill their social contract with their students.

The reality check for our nation is, we must invest in ourfuture by investing in today’s students. Helping today’scollege students earn degrees ensures America’s future willbe rich with talent and human capital ready to assumeleadership roles and contribute to our society.

Sarita E. BrownPresidentExcelencia in Education

FOREWORD


Policy Recommendations

The following are recommendations to consider for policy-makers that build from the strategies of the HSIs along theTexas border that can benefit all students, including Latinos.

Increase investment in work-study programs. Federalpolicy efforts in the last year have focused predominately onPell grants and loans. Both of these forms of financial aid arecritical for Latino students. However, in this constrainedeconomic environment, students increasingly need to workwhile they are enrolled to manage their living and collegeexpenses. Work-study is a valuable program for institutions andhas financial support from the state and federal levels. However,work-study has received little attention in policy conversations.

Guarantee need-based aid for qualified students.Finding and receiving sufficient financial aid to pay for collegeis a complex and cumbersome process. Providing potential andcurrent students with a guarantee of their eligibility forfinancial support has been effective for enrolling and retaininglow-income students at several of the Texas border institutionsand has the potential to be effective at a larger scale.

Continue to expand early college high schools ordual enrollment programs. The campuses along the Texasborder are engaged with other educational institutions in

their service area and have identified both early college highschools and dual enrollment programs as effective strategiesfor increasing access and completion of a college degree.

Encourage “intrusive” services by institutions. Theinstitutions in this brief know their student population welland seek to implement institutional strategies in the bestinterests of their students as they see fit, without limitingstudents’ choices or options. While some of the campusadministrators noted a reluctance to serve in loco parentis (aLatin term for “in the place of a parent”), the majority ofinstitutions noted the importance of not assuming theirstudents were aware of all of their options when makingfinancial aid choices.

Provide appropriate training and materials for defaultmanagement and financial literacy. Institutions expressedserious concerns about the limited training and support forloan default management and financial literacy needed for bothinstitutions and students with limited resources to manage theirfinancial aid options well. Quality materials and training indefault management can help institutions improve theirfinancial aid strategies to low-income students. Financialliteracy programs targeting low-income students can help thesestudents manage their financial aid options.


Effective financial aid strategies

This study of the Texas border colleges and universities identi-fied the following effective financial aid strategies for improv-ing the access, persistence and graduation of Latino students.

(1) CAMPUS-BASED WORK-STUDY PROGRAMS allow a studentto work and earn income while enrolled and providefinancial support beyond tuition and fees. By keepingstudents on campus and creating additionalopportunities to become aware of and use institutionalservices, students have possibilities for increasedinteraction with faculty, staff and other students, oftenresulting in a stronger sense of belonging at the campus.

(2) GUARANTEED NEED-BASED SCHOLARSHIPS provide low-income students with sufficient institutional aid to covercollege costs that remain after federal and state aid isincluded. These scholarships serve as a powerfuloutreach and retention tool to support low-incomestudents by providing a clear message of institutionalcommitment to access and affordability.

(3) EARLY COLLEGE HIGH SCHOOLS AND DUAL ENROLLMENT

PROGRAMS allow students to earn college course creditswhile still in high school (often without expense to thestudent) by having institutions work with nearby schooldistricts. Entering college with academic credits lowersthe total expenses for the student’s family and canshorten the time to completion. One challenge for Texasborder institutions, however, is the growing number ofhigh school students who complete an associate’s degreebefore they graduate. Currently, these students are not

eligible for federal financial aid to continue their collegeeducation until they graduate from high school.

(4) EMERGENCY LOANS AND INSTALLMENT/PAYMENT PLANS

provide access and retention for students who lack acredit history or who have limited income and prefer topay as they go. These institutional strategies also providea temporary safety net for students who becomeeconomically vulnerable. However, these programs can bea financial risk for institutions if students do not repay.

(5) INTEGRATION OR COORDINATION OF OUTREACH

ACTIVITIES, PROGRAM INFORMATION, AND STUDENT

SERVICES within an institution and among universitiesand community colleges through collaboration (such asjoint application processes) simplify and align thefinancial aid process for current and prospective students.These modes of integration can increase studentretention to completion within the institution and/orfacilitate a student’s transfer to a partner institution.

(6) IMPROVED STUDENT/CUSTOMER SERVICE AND STAFF

TRAINING can result in increased student participation infinancial aid options and greater accuracy by staff ofinstitutional policies and funding opportunities.

(7) INCREASED OUTREACH in high schools, in communitycolleges, at community events, online, and as part oforientation sessions or freshmen seminars is labor intensive,but such an institutional investment often results in greateraccess to financial information and resources for studentsand increases their participation in financial aid programs.


During the first decade of the 21st Century, publicpolicy debates about higher education began to

focus on college completion or graduation rates as a majornational issue. In 2009, President Obama set a goal for theUnited States to have the highest proportion of collegegraduates in the world by 2020. Similarly, numerous majorfoundations, non-profit organizations, and statesemphasized the need for attention and more investment toincrease college degree attainment as critical for ensuring thenation’s skilled workforce and economic competitiveness.

While the Obama Administration and leading organizationshave focused on aspirational national goals for degreeattainment, media attention has highlighted the escalationof college costs and growing student debt loads to pay forcollege at the very time the nation has been experiencing aneconomic crisis, increased unemployment, and retraining ofdisplaced workers.

In 2010, at the state level, higher education institutions areunder increasing pressure to reduce costs (make college

affordable), increase efficiency and effectiveness, anddemonstrate accountability for student learning outcomes.At the same time, there is recognition of the growingdemographic diversity, limited educational attainment, andincreasing demands for a well-educated workforce to addresseconomic competitiveness issues. Concurrently, theeconomic downturn has limited state funds and left manystates without sufficient resources to provide adequate need-based financial aid for all eligible students.

At the institutional level, colleges and universities are jugglingtheir commitment to access and completion with localeconomic constraints and specific needs of their service area.Pressure continues to escalate from federal, state, andcommunity policy makers and taxpayers to increase efficiencyand effectiveness and to demonstrate accountability forstudent learning outcomes. Leading institutions face increasedenrollments in challenging economic times and areimplementing budget-reduction strategies to address both thestudents’ and the institutions’ financial constraints in effortsto improve retention and degree completion.

POLICY ENVIRONMENT


Communities along the U.S.-Mexico border in Texashave among the lowest average income levels in the

country. The public institutions of higher education located inthat region, however, rank at the top statewide and nationallyin enrolling and graduating Latino students. Because Latinosare a rapidly growing but underrepresented group in highereducation, there is a need to better understand the role thatfinancial aid plays and to identify effective institutionalfinancial assistance practices that support Latino studentenrollment, persistence and graduation. This issue briefexamines the institutional financial aid policies and practicesof the following eight institutions along the Texas border toaddress what colleges and universities can do to accelerateLatino student degree completion.

• Texas A&M International University

• The University of Texas at Brownsville

• The University of Texas at El Paso

• The University of Texas Pan American

• Laredo Community College

• Texas Southmost College

• El Paso County Community College District

• South Texas College

The research for this brief involved a mixed methodology ateach institution, including:

(a) review of institutional data; (b) interviews with thepresident and financial aid administrators; and (c) focusgroups with Latino students. Data from interviews, focusgroup discussions, document analysis, and site visitobservations were synthesized to address:

1. Perspectives of senior campus leadership about howtheir institution financially assists and supports Latinostudents’ participation and success.

2. Institutional financial offerings and strategies withevidence of improving the access, persistence, andcompletion of their students.

3. Potential implications of recent or proposed changesin state and federal financial assistance policies toserve the growing population of Latino and otherlow-income students.

Institutions of higher education are confronted by challengesto balance their public purpose, limited capacity, increasingcollege costs, and ever growing emphases on both productivityand college completion. How are colleges and universities withnotable enrollments of Latino students addressing theeconomic realities of low-income families within this arena?That question defines the context for this issue brief. It buildson a previous publication — Accelerating Latino Student Successat Texas Border Institutions (ALASS): Possibilities and Challenges(Santiago, 2008) — that examined efforts of Texas borderinstitutions to accelerate Latino student success. The analysisin this first brief also identified financial aid as a critical factorfor increasing both the participation and the educationalattainment of Latino students at those campuses.

In this dynamic environment the eight colleges and universitiesparticipating in the ALASS project shared their institutionaldata, practices, and observations about additional opportunitiesfor improvement with the staff of Excelencia in Education. Thisbrief summarizes what we learned about them and the nationalsignificance of their strategies for use of financial aid. The briefalso provides policy recommendations based upon the findingsand strategies by these institutions to strengthen and expandaccess, persistence, and completion of postsecondary educationfor their students—the majority of whom are Latinos.

OVERVIEW


The initial purpose of financial aid to pay for college wasto make higher education accessible to more students

and to expand their options of college choices. However,there is some evidence to suggest that both access and choiceare constrained for Latino and other underrepresentedstudents today. For example, Latino undergraduate studentsreceived the lowest average financial aid award of anyracial/ethnic group in 2003-04 (Santiago & Cunningham,2005), and they are concentrated in a relatively small numberof institutions identified as Hispanic-Serving Institutions(HSIs). Given the high and growing importance of loans formany students to be able to pay for college, the lower averageaid award for Latino students can be partially explained bythe lower percentage of Latino students who take such loans,and their concentration in HSIs may be the result of theirdecision to attend lower-cost institutions such as communitycolleges or to enroll part-time (Cunningham & Santiago,2008). These findings focus, however, on student choices andnot on institutional or government efforts.

At the federal policy level, the Free Application for FederalStudent Assistance (FAFSA) has been simplified, the FamilyFederal Education Loan program (FFELP) has been phasedout, public student loans are now distributed by the federalgovernment, and Pell grants have been increased in policyefforts to expand college access and support degree completion(Health Care and Education Reconciliation Act of 2010).

At the state policy level, there have been efforts to increasescholarships and give early notifications of aid eligibility insome states (California, Georgia, Indiana) while there hasbeen increasing efforts to increase merit aid for highereducation at the expense of need-based aid at other states(Florida, Texas). Further, institutional policies to addresscollege costs and improve financial aid and to increase accessand success for public purposes are often predicated on thelarger state and federal policy options provided to institutions.However, there is evidence that institutions are becomingmore innovative about their financial assistance policies. Forexample, there are public and private institutions that haveguaranteed to provide financial aid with no loans for studentsfrom families below a certain income level.

Considering the current policy environment and economicconstraints, the attention to the role of financial aid inhelping students pay for college has increased. National data

show that Latino students are more likely to be first-generation and low-income students than many othergroups, are more likely to apply for financial aid than othergroups, only as likely as others to receive some form offinancial aid, are more likely to make enrollment decisionsto limit college costs (such as enrolling at less expensiveinstitutions, enrolling part-time, or commuting) than otherstudents, and are more likely to work full-time whileenrolled (Santiago & Cunningham, 2005). Given the goalto increase college completion, efforts to address thefinancial need of students to improve access and success arealso receiving increased attention.

However, there is growing evidence that financialconstraints are limiting Latino students’ access and success.A Pew Hispanic Center survey (Lopez, 2009) found that theprimary reason for the modest educational attainmentaspirations of most Latino youth (16- to 25-year-old) wasdue to financial considerations. About 75 percent of surveyrespondents who ended their education before or after highschool graduation stated they did so because they had tosupport their family. These financial considerationscontinue even for many students who enroll in college. Arecent study by Public Agenda (Johnson et al., 2010)reported that the primary reason young adults drop out ofcollege is due to their inability to balance working to makemoney and going to classes. Balancing work and school wasan even bigger barrier than finding money for tuition.Those who dropped out are almost twice as likely to citeproblems juggling work and school as their main problem asthey are to blame the cost of a college education (54 percentto 31 percent). This analysis seems to reinforce thechallenges for retaining Latino students.

THE ROLE OF FINANCIAL AID


Texas is tackling the challenge of meeting theeducational needs of its future workforce and taxpayers

with Closing the Gaps by 2015: The Texas Higher EducationPlan. Adopted by the state higher education authority in2000 with strong support from educational, business, andpolitical leaders throughout Texas (Texas Higher EducationCoordinating Board, 2000), the plan is based on solidresearch that references the human capital required for Texasto remain economically competitive (Murdock, 2002;Perryman Group, 2007). Closing the Gaps outlines how thedemographic changes affecting Texas will impact the state’shigher education system. It sets goals for closing theeducational attainment gap within Texas and between Texasand leading states in four areas: participation (enrollment),success (completion of degrees and certificates), excellence,and research. Of particular importance for Texas and for theUnited States is the goal to close the gaps in enrollment andgraduation by 2015, with numeric goals set by racial/ethnicgroup (Texas Higher Education Coordinating Board, 2007).

In April 2010, the Texas Higher Education CoordinatingBoard (Coordinating Board) released an acceleration plan forClosing the Gaps by 2015. It noted that one of the highestpriorities to attain the ambitious goals was to focus on strategiesthat will increase the success of Hispanic and African Americanstudents (Texas Higher Education Coordinating Board, 2010).For Texas institutions of higher education, the CoordinatingBoard acceleration plan identified the following strategies toincrease participation or enrollment in higher education:

n Actively engage with local school districts to provideaccess to rigorous, high quality, dual credit opportunitiesfor qualified high school students.

n Increase outreach efforts, dissemination of information,and financial aid counseling to high school students,focusing on Hispanic and African-American populations.

The numbers required to meet each of the stated goals by2015 are especially large for Hispanics. The Texas borderinstitutions of higher education on the U.S.-Mexico borderare a vital resource to meet this goal. Combined, those eight

institutions represent less than 10 percent of publicinstitutions in the state; yet in 2008, they enrolled more than30 percent of Hispanics and awarded more than 30 percentof degrees to Hispanics in Texas (Santiago, 2008). Thus,these institutions are taking responsibility and acceleratingtheir participation and success efforts for all of their studentsand especially for Hispanic students to help meet the stategoals spelled out in the Texas Closing the Gaps plan.

The role of financial aid is critical to meeting the participationand success goals in Closing the Gaps by 2015. In 2009,students paying for college in Texas relied heavily on federalfinancial aid. Almost 75 percent of financial aid received bystudents came from federal financial aid to pay for college. Incomparison, 15 percent of financial aid came from institutionsand 7 percent of financial aid came from the State. Further, thetype of financial aid received by the majority of students inTexas was in the form of loans. In 2009, almost 60 percent ofthe financial aid students received was in the form of loans, 40percent in grants, and 1 percent was from work-study programs(Texas Higher Education Coordinating Board, June 2010).

Hispanic students in Texas are more likely to be economicallydisadvantaged and less likely to enroll in college. In 2006-07,about 60 percent of Hispanic high school graduates wereconsidered economically disadvantaged, compared to 12percent of white students. Of these, only 39 percent ofeconomically disadvantaged Hispanics enrolled directly intocollege by fall 2007 (Creusere, et. al., 2010). While theseeconomically disadvantaged students may have accessedcollege, they will continue to face financial challenges topersist and complete a degree.

STATE CONTEXT

Sources of Financial Aid forStudents in Texas — FY2009

Federal 74%

State 7%

Institutional 15%

Other 4%

Total: 100%

Types of Aid in Texas — FY2009

Grants 41%

Loans 58%

Work-study 1%

Total: 100%

Source: Texas Higher EducationCoordinating Board, June 2010

Source: Texas Higher EducationCoordinating Board, June 2010


Leaders of the eight Texas border institutions in this studyrecognized the need to accelerate progress to serve theircommunities, to meet the state’s ambitious goals, and toincrease their operational efficiency. These leaders alsorecognized that the collective commitment of theirinstitutions is necessary, but not sufficient, to reach thestate’s goals. The strategies in the acceleration plans of theTexas border colleges and universities also addressed thenumerous challenges the institutions face in providing aquality higher education in their respective regions. These

challenges include academic preparation and collegereadiness, access to college, student retention and academicprogress, college cost affordability, and timely completion.While financial aid was not formally listed in theacceleration plan summaries, all institutional leaders notedthe need to implement financial aid strategies to ensurestudents could access and persist to degree completion. Thefollowing section provides more context to understand theinstitution’s strategies to improve student retention anddegree completion.

Given the low-income status of the communities along theTexas border, the role of financial aid to help students inthese communities pay for college is critical.

Of federal financial aid programs, Pell grants were essentialfor Latino students in Texas border institutions to pay forcollege. The average amount of federal loans (bothsubsidized and unsubsidized), however, tended to be higherthan the average amount of Pell grants. In 2008-09;

n The average Pell grant for Latinos students enrolled atthese campuses was $3,150, the average SupplementalEducational Opportunity Grant (SEOG) was $816, andthe average work-study award was $2,053.

n The average unsubsidized loan amount for Latinosstudents enrolled at these campuses was $3,790 and theaverage subsidized loan was $3,527.

n One campus, South Texas College, did not offer federalloans for students.

n The average loan amount for Latino students at thesecampuses was higher than the average grant amountreceived to pay for college.


The Texas border region is one of the poorest regions in theUnited States. In 2008-09, 10 of the counties in the service areawhere these border institutions are located were listed amongthe 60 poorest counties in the U.S. by per capita income.

n The Texas border region has a high concentration ofLatino students enrolled in higher education. Whileabout 28 percent of college students in Texas were Latinoin 2008-09, over 90 percent of students enrolled at theeight border institutions were Latino.

n The low-income of many Latino families in the Texasborder and the ongoing economic crisis have resulted inthe need for most students to work while going tocollege. These financial constraints limit students’persistence and completion rates.

nMany of the students along the Texas border are first-generation and low-income students. About 60 percentof the university students were enrolled full-time, whileonly 34 percent of community college students wereenrolled full-time.

n Latino students at these institutions had limitedknowledge of their financial aid options. Many did notconsider student loans to be financial aid, and they did

not know how to navigate the financial aid process orhow to locate multiple information sources withoutinstitutional guidance.

n Financial aid staff described a general aversion by Latinostudents to borrowing, but also noted that currentincreases in college costs and economic constraints haveresulted in an overall increase in the number of Latinostudents taking out loans to pay for college.

The first ALASS report (Santiago, 2008) summarizedacceleration plans designed by the Texas border institutionsto continue their leadership in enrolling and graduatingHispanic students. Their aggregated acceleration plansidentified the following goals:

n Texas border institutions targeted enrollment growth toincrease over 50 percent from 2005 to 2015. That rate ismore than three times the projected national enrollmentgrowth and twice that of Texas in the same period.

n The Texas border institutions committed to increase theirawards of certificates and degree by over 90 percent from2005 to 2015. In comparison, public institutionsstatewide were projected to increase their degrees awardedby 40 percent.

TEXAS BORDER

PROFILE OF FINANCIAL AID IN TEXAS BORDER INSTITUTIONS

BORDER INSTITUTION PROFILESCombined, the following eight border institutions enrolled 5 per-cent of all Hispanic undergraduates in the United States in 2005,but ranked among the top institutions in the nation in enrollingand awarding degrees to Hispanics (IPEDS, 2005-06).

These border institutions have not explicitly formed a consor-tium, but they do share similar challenges and characteristics inproviding a quality higher education to their respective communi-ties. For example, undergraduate enrollment at these institutionsis over 75 percent Hispanic. Further, a large percentage of stu-dents at all these institutions are first-generation college-goers,low-income students, older than traditional college-age, female,

and working students. These institutions also share a history oflimited state financial support to improve their access and qualityof education, a disadvantage that was recognized and addressedfor the universities through the South Texas/Border Initiative.

Public Universities Community CollegesThe University of Texas at Brownsville Texas Southmost CollegeThe University of Texas at El Paso El Paso County Community

College DistrictThe University of Texas-Pan American South Texas CollegeTexas A&M International University Laredo Community College

*Data on Texas Southmost College is included with The University of Texas at Brownsville

Source: TG School Fact Sheets, 2009

Average Federal Financial Aid Awards for Latino Students at Texas Border Institutions, 2008-09 Institution Pell grant SEOG Work-Study Unsubsidized Subsidized

Texas A&M International University $3,360 $667 $2,159 $3,833 $4,063

The University of Texas-Pan American $3,433 $912 $1,987 $3,678 $3,945

The University of Texas at Brownsville* $3,082 $629 $2,703 $5,358 $3,967

The University of Texas at El Paso $3,328 $761 $2,541 $4,816 $4,432

Laredo Community College $2,923 $538 $1,438 $1,860 $1,881

El Paso County Community College District $3,091 $1,536 $1,685 $3,206 $2,875

South Texas College $2,835 $673 $1,863 — —


These financial aid practices are integral to the institutions’efforts to increase student access and retention. However,administrators and staff at the Texas border institutionsidentified areas of concern they must continue to address inthe current financial aid environment to help their students.They shared the following:

The number of students who are both working full-timeand enrolled full-time is growing at several institutions. Thelow-income of many Latino families along the Texas borderand the ongoing economic crisis have resulted in a need formost students to work while going to college. These financialconstraints limit Latino students’ persistence and completionrates. As a result, institutions see the need to implementfinancial aid strategies to increase student retention.

Latino students in these Texas border institutions hadlimited knowledge about their financial aid options.Many did not consider student loans to be financial aid, andthey did not know how to navigate the financial aid processor to identify multiple information sources withoutinstitutional guidance.

Texas and federal financial aid programs have variouscriteria for participation and renewal and are onerousfor institutions and for students to track. For example,the grade point average and number of credits required tobe eligible for each of the financial aid programs are notuniform. Some students lose eligibility for programs due totheir inability to track the requirements and to documentthe progress needed to maintain their financial aid awards.

Financial aid staff described a general aversion by Latinostudents to borrowing. However, the current increases incollege costs and economic constraints have resulted in anincreased need for Latino students to take out loans to payfor college.

Financial aid programs continue to change and becomemore complex. Providing effective information andcustomer services for students with financial need andlimited financial literacy requires more extensive trainingand prepared staff than most institutions currently haveavailable and information systems to accurately track the aidstatus for each student.

Default management was a major concern for institutions.Institutions did not want to jeopardize Pell grant eligibilityfor all students by having high default rates, but institutions

also acknowledged that loans are becoming an increasinglynecessary component of support for students to afford collegecosts (especially at public universities).

Many institutions relied upon the investments and practicesof the Federal Family Education Local Program (FFELP)lenders to provide financial literacy, default managementtechnical assistance, information and other services forstudents. Staff were concerned the elimination of FFELPwould require institutions to find other sources of supportto provide the information and support previously offeredby FFELP service providers.

Undocumented students can enroll at institutions butare not eligible for federal financial aid. An area ofconcern for institutional leaders was providing financialassistance for undocumented students. While there is somestate financial aid that can assist these students in paying forcollege, undocumented students do not have access tofederal financial aid resources — resources essential for moststudents paying for college in Texas.

Changing the TEXAS grant to include merit-based criteriawas a concern for some institutions. For some campuses,there was concern this would decrease the number of low-income students who received aid to pay for college. Whilemany of the institutional representatives saw this change in theTEXAS grant as a concern, this perspective was not uniform.


Of Texas financial aid programs, the TEXAS Grant programand Texas Educational Opportunity Grant (TEOG) programwere essential to help Latino students pay for college.

n The average Texas Grant for Latinos students enrolled atthe four universities was $4,697, and the average TexasGrant for Latino students at the four community colleges

was $1,518. In addition, the average Texas EducationalOpportunity Grant for Latinos at the four communitycolleges was $1,498.

n The amount of institutional aid available for students av-eraged close to $1,000 at the community colleges and$1,025 at the universities.

Average State and Institutional Financial Aid Awards for Latino Students at Texas Border Institutions,2008-09

Institution TEXAS Grant TEOG Institutional Grant

Texas A&M International University $4,726 — $860

The University of Texas-Pan American $4,743 — $911

The University of Texas at Brownsville $4,482 — $1,287

The University of Texas at El Paso $4,837 — $1,032

Laredo Community College $1,501 $1,388 $518

El Paso County Community College District $1,463 — $1,482

South Texas College $1,590 $1,538 $755

Texas Southmost College $1,519 $1,541 $1,211

Source: TG School Fact Sheets, 2009

These eight Texas border institutions used financial aid as a toolto increase enrollment and persistence in recognition of finan-cial considerations as the primary reasons for students leavingwithout a higher education degree. The colleges and universi-ties were proactive in using the financial strategies within theircontrol to address student academic success and completion.

Further, the institutions along the U.S.-Mexico bordercontinually reviewed and reevaluated their financial aidpolicies and procedures. The following list summarizes theirfinancial aid practices to increase student enrollment,persistence and graduation. These efforts are consistent with arecent College Board report that also identified these specificprocedures as ones that colleges should consider whenassessing their financial aid strategies (JBL Associates, 2010):

n Provide bilingual services and materials for outreach andcontinual support to students.

n Conduct information sessions for students interested incollege and communicate financial aid opportunities in amanner that is culturally and linguistically appropriate.

n Involve the families of students when providing financialaid materials and activities.

n Offer information and access to services during eveningand weekend hours.

n Share financial aid information to all students usingmultiple approaches, including electronic, paper, and in-person approaches to reach more students with accurateand timely information.

n Link college enrollment or registration with completionof financial aid applications.

n Incorporate evaluation metrics and data collection intooffice practices.

n Engage community leaders to increase awareness offinancial aid options.

n Coordinate activities with local high school counselorsand representative to provide college and financial aidinformation to students.

n Integrate financial aid counseling with other outreach andorientation efforts.

n Partner with other education institutions in the servicearea to offer financial aid counseling to all students.

n Support state or regional efforts to improve applicationrates, such as GO Centers.

FINANCIAL AID PRACTICES


(2) Guaranteed need-based scholarships provide low-income students with sufficient financial aid(institutional and private) to cover college costs thatremain after federal and state aid is awarded. Thesescholarships serve as a powerful outreach and retentiontool to support low-income students by providing aclear message of institutional commitment to access andaffordability. These scholarships are contingent uponavailability of funds and are only available for fourconsecutive years of enrollment to encourage timelydegree completion. For example,

n UTPA Advantage is the tuition guarantee program atthe University of Texas Pan-American (UTPA).Eligible students must have family incomes of$35,000 or less, be Texas residents, complete theFAFSA, enroll for 15 credits or more per semester,and be making satisfactory academic progress.

n UTEP Promise Plan at the University of Texas-ElPaso (UTEP) covers all tuition and mandatory fees.Eligible students must have family incomes of $30,000or less, be Texas residents, complete 30 credits a year,and earn a GPA of 2.0 or higher. First time transferstudents to UTEP are also eligible. The scholarship isonly available for four consecutive years of enrollment.

(3) Early college high schools and dual enrollmentprograms give more local students an opportunity to goto college and compete academically in higher educationand allow students to earn course credits (often withoutexpense to the student) by having institutions work withnearby school districts. Entering college with academiccredits lowers the total expenses for the student’s familyand can shorten the time to completion. One challengefor Texas border institutions, however, is the growingnumber of high school students who complete anassociate’s degree before they graduate. Currently, thesestudents are not eligible for federal financial aid tocontinue their college education until they graduate fromhigh school. Among the programs identified at the Texasborder institutions are the following:

n The Early College High School Initiative at El PasoCommunity College (EPCC) allows students tosimultaneously earn a high school diploma and anAssociate Degree in four years. EPCC has partneredwith seven local school districts to provide five earlycollege high schools serving more than 1,500 students.

n The Achieve Early College High School initiative atSouth Texas College (STC) provides students in localhigh schools with the opportunity to earn collegecredits and become college ready. In addition, thecollege’s dual-enrollment program provides more than5,500 students across more than 30 school districts theopportunity to earn college credit in areas such ashistory, math and science, as well as in technical trades,including precision manufacturing and automotive.

n The Dual Credit Initiative at Laredo CommunityCollege partners with local school districts to provideeligible high school juniors and seniors with theopportunity to earn up to 12 college credits beforehigh school graduation. This saves up to a semester’sworth of college costs for students.

(4) Emergency loans and installment/payment plansprovide access and retention for students who lack acredit history or who have limited income and prefer topay as they go. These strategies also provide a temporarysafety net for students who become economically vul-nerable. However, these programs can be a financial riskfor institutions if students do not repay. The followingare two examples of the plans examined at the Texasborder institutions.

n The Emergency Tuition and Fees loan program atUTPA provides students an alternative other thancash payment for applicable tuition and fee costs persemester. Students must not be on financial aid ormust have exhausted all their financial aid for thepurpose of paying tuition and fees to qualify for thisloan by the institution.

n Easy Pay at UTEP allows students to pay 20 percentdown on their tuition at the beginning of thesemester, and then pay the remainder of the tuitionbill in four equal monthly payments.

(5) Integration or coordination of outreach activities,program information and student services withinan institution and among universities and communitycolleges through collaboration (such as joint applicationprocesses) simplify and align the financial aid process forcurrent and prospective students. These modes ofintegration can increase student retention to completionwithin the institution and/or facilitate a student’s transferto a partner institution. For example,


This study of Texas border colleges and universitiesidentified the following effective financial aid strategies

for improving the access, persistence and graduation of Latinostudents. These strategies go beyond the institutional practicesidentified in the previous section of the brief. These strategiesinclude increasing the size and scope of campus-based work-study programs, guaranteed need-based scholarships, earlycollege high schools and dual enrollment programs,emergency loans and payment plans, integration of outreach,information and services, improved customer service and stafftraining, and increased outreach. Colleges and universitiesinterested in improving the academic success of their studentsmay consider the usefulness of this list of institutionalstrategies to retain and graduate Latinos and other students.

(1) Campus-based work-study programs allow a studentto work and earn income while enrolled and providefinancial support beyond tuition and fees. Given that mostof the students enrolled in South Texas institutionscommute to campus and are employed either full or part-time while enrolled, creating jobs on campus enablesstudents to earn money while they learn, creates additionalopportunities for students to become aware of and useinstitutional services, and increases their interaction with

faculty, staff and other students. This often results in astronger sense of belonging at the campus. The followingare two examples of such programs:

n Student Tech Services (STS) at El Paso CommunityCollege District (EPCC) hires students to work variousdepartments and events within the District to providehands-on support in technology needs. STS students aremost often placed with experienced faculty and staffmembers in a field closely related to their field of study. Thisprogram uses student fees to employ students and providesthese students with professional experience, customer servicetraining, and limited management opportunities whileearning an income. Business and industry partnerships alsoprovide employment in the El Paso area for students.

n Student Employment Initiative at the University of Texasat Brownsville (UTB) and Texas Southmost College (TSC)is a part of the institutions’ student retention and time tograduate strategy. Eligible students must be enrolled at least15 hours, maintain a 2.75 GPA or higher, and havecompleted at least 12 credits at UTB/TSC. Some of thepositions include peer mentors/tutors, peer facilitators, labcoordinators, supplemental instruction leaders, andinstructor assistants.

PROMISING FINANCIAL AID STRATEGIES



n UTB Scorpion Scholars Scholarship at the Universityof Texas at Brownsville (UTB) integrates financial aidwith student support services within the institution.The scholarship provides entering freshman and recenthigh school graduates from the Rio Grande Valley afour year renewable scholarship that covers tuition andfees, student housing, book expenses (up to $500.00),and the special designation of being a UniversityScorpion Scholar (USS). In turn, the (USS) programprovides students with intrusive educational elements— such as a peer mentor, college success workshops,student life events, learning communities and aprogram advisor — to help retain these students whileenriching there campus experience.

n The University of Texas-El Paso (UTEP) and El PasoCommunity College (EPCC) offer joint admissionsand joint financial aid applications to prospective andcurrent students. They share forms, entrancecounseling information, and a “check status” tool forstudents who are concurrently enrolled in eachcampus to track their financial aid information atboth institutions.

n The University Success Center at Texas A & MInternational University (TAMIU) provides a one-stopshop for students to access needed services to apply foradmission, take placement exams, register for classes,apply for financial aid, request transcripts, pay for classes,buy books, and obtain academic advising services.

n College Connection is a student orientation programat Laredo Community College designed to disseminateinformation on admissions, LCC programs, transferoptions, testing, student activities, financial aid,advising, and early registration. Sessions are scheduledby the Student Success Center prior to each semester.

(6) Improved student/customer service and stafftraining can result in increased student participation infinancial aid programs and greater accuracy by staff ofinstitutional policies and funding opportunities. Thesestrategies generally focus on being much more directivewith students and improving internal institutionalpolicies and practices. For example,

n Faculty and administrators at STC have conductedmultiple studies on the financial aid process at the

institution to improve customer service and increasestudents’ access to financial aid programs for whichthey may be eligible. In addition, STC has investedheavily to increase the number of staff supportingfinancial aid activities and the number of trainingsavailable to staff throughout the year to ensureaccurate information to students.

n Financial aid labs have been established at severalSouth Texas institutions with fully staffed financial aidcomputer labs open year-round to improve access toboth financial aid information and services. The labenvironment also creates opportunities for students tointeract with each other and share information aboutnavigating the financial aid process and potentialresources to help pay for college.

n The TAMIU Debit Card improves customer serviceto students by simplifying financial transactions forstudents. The card is a refund disbursement card usedfor financial aid services, business services and accessto other the benefits.

(7) Increased outreach provided in high schools, incommunity colleges, at community events, online, andas part of orientation sessions or freshmen seminars arelabor intensive, but such an institutional investmentoften results in greater access to financial informationand resources for students. While these strategies are notgenerally identified as specific programs, they areeffective when implemented continuously. For example,

n Several of the institutions in South Texas haveintegrated information about financial aid options innew student orientations, first year success courses,and align financial strategy with educationalstrategy; new student orientation includes financialaid component.

n Several institutions have also developed an extensiveoutreach strategy at local high schools. Staff/alumni/mentors visit local high schools several times a weekand attend community events to assist students withcollege and financial aid awareness and issues. Theyalso offered evening programs to increase awareness,coordinated scholarship drives (to raise private funds),and FAFSA drives to help high school studentscomplete their financial aid forms.

This brief examined the policy environment, financialaid participation, and promising institutional practices

designed to increase the college enrollment, persistence andcompletion of Latino students. Understanding whatinfluences Latino students’ financial aid choices and whichinstitutional practices are effective in enrolling, retaining,and graduating Latino students is directly relevant to otherinstitutions that are only beginning to experience growth inthe number of their non-traditional students. The findingsof this brief are intended to inform the programs andservices at institutions with growing Hispanic enrollment, aswell as state and federal policymakers addressing the broadergrowth of Hispanic students throughout higher education.

Based on the findings of this brief, the following are recom-mendations for consideration by policy makers for improv-ing Latino college completion using financial aid strategies.

Increase investment in work-study programs. Federalpolicy efforts in the last year have focused predominately onPell grants and loans. Both of these forms of financial aid arecritical for Latino students. However, in this constrainedeconomic environment, students increasingly need to workwhile they are enrolled to manage their living and collegeexpenses. Work-study is a valuable program for institutions andhas financial support from the state and federal levels. However,work-study has received little attention in policy conversations.

Guarantee need-based aid for qualified students.Finding and receiving sufficient financial aid to pay forcollege is a complex and cumbersome process. Providingpotential and current students with a guarantee of theireligibility for financial support has been effective forenrolling and retaining low-income students at several of theTexas border institutions and has the potential to beeffective at a larger scale.

Continue to expand early college high schools ordual enrollment programs. The campuses along the Texasborder are engaged with other educational institutions intheir service area and have identified both early college highschools and dual enrollment programs as effective strategiesfor increasing access and completion of a college degree.

Encourage “intrusive” services by institutions. Theinstitutions in this brief know their student population welland seek to implement institutional strategies in the bestinterests of their students as they see fit, without limitingstudents’ choices or options. While some of the campusadministrators noted a reluctance to serve in loco parentis (aLatin term for “in the place of a parent”), the majority ofinstitutions noted the importance of not assuming theirstudents were aware of all of their options when makingfinancial aid choices.

Provide appropriate training and materials fordefault management and financial literacy.Institutions expressed serious concerns about the limitedtraining and support for loan default management andfinancial literacy needed for both institutions and studentswith limited resources to manage their financial aid optionswell. Quality materials and training in default managementcan help institutions improve their financial aid strategies tolow-income students. Financial literacy programs targetinglow-income students can help these students manage theirfinancial aid options.

POLICY RECOMMENDATIONS


Creusere, Marelena, Carla Fletcher, and Melissa Shook.(2010). “State of Student Aid and Higher Education inTexas.” Round Rock, TX: TG Research & Analytical Serv-ices. TG. http://www.tgslc.org/pdf/SOSA.pdf

Cunningham, Alisa F. & Deborah A. Santiago. (2008). Stu-dent Aversion to Borrowing: Who Borrows and Who Doesn’t.Washington, D.C.: Excelencia in Education.http://www.edexcelencia.org/research/student-aversion-bor-rowing-who-borrows-and-who-doesnt

JBL Associates, Inc. (2010). “The Financial Aid Challenge:Successful Practices that Address the Underutilization of Fi-nancial Aid in Community Colleges.” New York, NY: Col-lege Board Advocacy and Policy Center, The College Board.http://www.aacc.nche.edu/Advocacy/Documents/10b_1790_FAFSA_Exec_Report_WEB_100517.pdf

Johnson, Jean, Jon Rochkind, Amber Ott, and SamanthaDuPont. (2010). “With their While Lives Ahead of Them:Myths and Realities About Why so Many Students Fail to Fin-ish College.” New York, NY: Public Agenda. http://www.pub-licagenda.org/files/pdf/ theirwholelivesaheadofthem.pdf

Lopez, Mark Hugo. (2009). “Latinos and Education: Ex-plaining the Attainment Gap.” Washington, D.C.: Pew His-panic Center, October 7, 2009.http://pewhispanic.org/reports/report.php?ReportID=115

Murdock, Steve H., Steve White, Md. Nazrul Hoque, Bev-erly Pecotte, Xiuhong You & Jennifer Balkan. (2002). ASummary of The Texas Challenge in the Twenty- First Century:Implications of Population Change for the Future of Texas.College Station, TX: The Center for Demographic and So-cioeconomic Research and Education, Texas A&M Univer-sity System. http://txsdc.utsa.edu/download/pdf/TxChall2002Summary.pdf

The Perryman Group. (2007). “A Tale of Two States—AndOne Million Jobs!!” An Analysis of the Economic Benefits ofAchieving the Future Goals of the “Closing the Gaps” Initiative

of the Texas Higher Education Coordinating Board. Waco, TX.http://www.thecb.state.tx.us/reports/PDF/1345.PDF?CFID=7372540&CFTOKEN=76588928

Santiago, Deborah A. (2008). “ALASS: Accelerating LatinoStudent Success at Texas Border Institutions: Possibilitiesand Challenges.” Washington, D.C.: Excelencia in Educa-tion. http://www.edexcelencia.org/research/alass-accelerat-ing-latino-student-success-texas-border-institutions-possibilities-and-calle

Santiago, Deborah A. & Cunningham, Alisa F. (2005). “HowLatino Students Pay For College: Patterns of Financial Aid in2003-04.” Washington, D.C.: Excelencia in Education.http://www.edexcelencia.org/research/how-latino-students-pay-college-patterns-financial-aid-2003-04

Texas Higher Education Coordinating Board (April 2010).“Accelerated Plan for Closing the Gaps by 2015.” Austin,TX. THECBAccekeratedPlanNarrativeFINAL043010.pdf

Texas Higher Education Coordinating Board. (2000).“Closing the Gaps by 2015: The Texas Higher EducationPlan.” http://www.thecb.state.tx.us/reports/PDF/

Texas Higher Education Coordinating Board (March 2003).Cost/Benefit Analysis of Closing the Gaps. Austin, TX: Divi-sion of Finance, Campus Planning, and Research.http://www.thecb.state.tx.us/reports/PDF/0511.PDF?CFID=7372540&CFTOKEN=76588928

Texas Higher Education Coordinating Board (June 2010).“Closing the Gaps Progress Report.” Austin, TX.http://www.thecb.state.tx.us/ClosingTheGaps2010Report

Texas Higher Education Coordinating Board (June 2010).“Report on Student Financial Aid in Texas Higher Educationfor Fiscal Year 2009.” http://www.thecb.state.tx.us/reports/PDF/2063.PDF?CFID=7458418&CFTOKEN=75343232

TG. (2010). “School Fact Sheets, Fiscal Year End 2009Edition.” http://www.tgslc.org/factsheets/schools/

REFERENCES


The reality of the investment needed to increase collegedegree completion across the country for Latino

students requires a dedicated review of institutionalstrategies effective in enrolling, retaining, and graduatingLatino students. Against the backdrop of this reality,strategies must also be checked to ensure they align withcurrent students’ needs and experiences in accessing,persisting, and completing a college education.

The low-income of many Latino families along the Texasborder and the ongoing economic crisis have resulted in aneed for most students to work while going to college. Thesefinancial constraints limit Latino students’ persistence andcompletion rates. Since many students with high financialneed to pay for college receive funds from the Federal Pellgrant and the TEXAS grant, key institutional financial aidstrategies at these eight institutions focused more onnontraditional students, students who have remaining need,or who would not be eligible for these government programs.Each campus had an extensive set of financial aid strategiesto address access, retention, and completion.

Key to the institutional strategies examined was to improvestudent retention. While most institutions considered their

access efforts successful, they recognized the financial con-straints faced by students and the impact on students’ abilityto persist to graduation. As a result, the institutions initiated orexpanded programs to increase grants/scholarships, financialliteracy, and the number of students employed on campus.

The eight HSIs along the Texas border region integrate theirfiscal and community realities when implementing strategiesto increase college completion for Latinos. In doing so, theseinstitutions are trendsetters. They enroll a high percentage ofnon-traditional students from a service area with some of thelowest income levels in the United States, the lowest levels ofeducational attainment, and a high concentration of Latinos.Nonetheless, they also rank at high levels in Texas andnationally in enrolling and graduating Latinos.

As the Latino population and its college-age groups continueto grow, it is critical to understand how institutions of highereducation are responding effectively to serve Latino andother low-income students within the constraints of fiscalpolicy, demographic growth, and human capital needs foreconomic competitiveness. Learning from the efforts of theseeight HSIs will be important for other institutions only nowfacing an increase in Latino college enrollment.

SUMMARY



El Paso County Community College District, El Paso, TX

Richard M. Rhodes, PresidentErnst Roberts, Executive Assistant to the PresidentLinda Gonzalez-Hensgen, Director of Financial Aid &

Interim VP of Student Services

Laredo Community College, Laredo, TXJuan L. Maldonado, PresidentRomeo R. Moreno, Director of Student Financial AidFelix Gamez, Dean of Enrollment ManagementRobert Ochoa, Dean of Student AffairsFrancisco Martinez, Chief Student Development OfficerNorma Cano, Bursar

South Texas College, McAllen, TXShirley A. Reed, PresidentMiguel Carranza, Associate Dean of Student Financial ServicesWilliam Serrata, VP for Student Affairs and Enrollment

ManagementPaul Hernandez, Dean of Student Support ServicesMike Shannon, Director of Student Life & Wellness

Texas A&M International University, Laredo, TXRay M. Keck, III, PresidentLaura M. Elizondo, Director of Financial AidIsabel Woods, Associate Director of Financial AidMelanie Martinez, Associate Director of Financial AidMinita Ramirez, Dean of Student SuccessGina Gonzalez, Associate Dean of Student Success

The University of Texas at Brownsville/TexasSouthmost College, Brownsville, TX

Juliet V. Garcia, PresidentRosemary Martinez, Vice President for Business AffairsHilda Silva, VP of Student AffairsMari Fuentes-Martin, Associate VP and Dean of StudentsRene Villarreal, Associate VP of Enrollment ManagementMari F. Chapa, Director of Student Financial Aid

The University of Texas at El Paso, El Paso, TXDiana S. Natalicio, PresidentRaul H. Lerma, Director of Financial AidLuisa Havens, Executive Director of Enrollment ServicesCraig Westman, Associate Provost for Enrollment ManagementRoy Mathew, Associate VP & Director, Center for

Institutional Evaluation, Research and Planning

The University of Texas-Pan American, Edinburg, TXRobert Nelsen, PresidentElaine Rivera, Director of Financial AidDennis McMillan, Associate VP, Enrollment & Student ServicesLisa Prieto, Director of College Access and Support ProgramMartha Cantu, Director of GEAR UPJohn Edwards, VP of Enrollment and Student Services

CAMPUS TEAMS

Excelencia in Education (Excelencia) is a not-for profitorganization based in Washington DC with a mission

to accelerate Latino student success in higher education.Excelencia links research, policy and practice and is buildinga network of results-oriented educators and policymakersfocused on education policies and institutional practicesthat support Latino academic achievement.

Excelencia believes what describes us need not divide us as anation. By putting a Latino lens on issues in highereducation, the organization does not exclude others, ratherExcelencia creates opportunities to examine issues from anew perspective and reconsider traditional efforts in anontraditional context that can benefit all.

Launched in 2004, Excelencia in Education has become atrusted information source on the status of Latinoeducational achievement, a major resource for influencingpolicy at the state and national levels, and a widelyrecognized advocate for expanding promising practices toaccelerate Latino student success in higher education.

n Excelencia has helped fill crucial information gaps to identifythe status of Latino success in higher education, what needsto change, and how change can be accomplished.

n Excelencia regularly benchmarks what works to accelerateLatino student success in order to spread highly successfulpractices to institutions nationwide.

n Excelencia identifies and promotes practices that work forLatino students at the associate, baccalaureate, andgraduate levels.

n Excelencia is recognized as the national leader on Latinocollege completion.

n Excelencia has an e-network of institutional leaders,policymakers, practitioners, and citizens who regularlyreceive Excelencia postings, issue briefs, and alerts.

Excelencia’s work has been supported by major national andregional philanthropies and corporations including Bill andMelinda Gates Foundation, Ford Foundation, Goya, KresgeFoundation, Lumina Foundation for Education, SOTECH,Target, TG, Univision Communications, USA Funds,Verizon Communications, Walmart Foundation, individualcontributors, and others.

We invite you to visit our Website to learn more aboutExcelencia and how our work supports your efforts toimprove Latino student success at www.EdExcelencia.org

ABOUT EXCELENCIA IN EDUCATION

1717 N Street NW, 2nd Floor • Washington, DC 20036www.EdExcelencia.org

REALITY CHECK - ERIC · 2013-08-02 · reality check of institutional practices that support Latino...

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