Lack of success in texas. The first is growing latino demography. Latinos compromise majority of all Public School students. The problem is not the demography but the growth in High School Graduates is not translating to enrollment in colleges and universities. With black students it is a slightly different story. We have seen an increase in enrollment for the black population. That is worth praising but this enrollment has not translated into completion. It is a very clear example of how success on one side of the pipeline does not translate to the other side. Instead we see that from my analysis in the previous paper said black students are going to Community Colleges as a First Choice Institution which is likely to decrease odds of College Completion. There is a racial achievement gap. You see sixyear Completion Rate is difference between white and hispanic students is 13. 1 14. 1 . With black and white students 21. 9 Percentage Points between white and black students. We then start to examine students who enroll in a four year college what is the racial and ethnic composition and key factors that influence College Completion. We present economic disadvantage, academic preparation and percent minority. Black and latino students are much more likely to be economically disadvantaged and hispanics represent the group with highest disadvantage. We use trigonometry which is signal for College Completion. Look at the difference between black and white students who take trigonometry. 23 Percentage Points to big problems in academic preparation. In terms of minorities in high school we know that racially segregated environments are much less likely to increase student achievement than integrated environments. We see white students attend a high school where there are only 32 black and skand latino stud with hispanics compromising groups attending most what contributes to the College Completion gap what we call racial completion gap by precollege characteristics and post secondary factors . We use literature in the data set to guide the analysis. The precollege factors i can talk in more detail for questions of what they are. They represent individual characteristics, High School Context choices in curriculum. Post secondary factors you can imagine institutional resources. We use a nonlinear variance decomposition method where the differences in the probability of College Completion were represented by precollege and post secondary institutional characteristics. We explained approximately 94 of the model. Next slide. This is what we find. There are large differences between precollege and post secondary factors. We find precollege characteristics 61 of total variance in explaining for both hispanic and black students as compared to white student counter parts. That is more than half of the completion gap is explained by precollege kwarkte echaracteris we then sought to explain the gap. Next slide. I wont spend too much time on this slide. What we see here is the different factors, economic, academic preparation, High School Context and that compared to post secondary factors. What we see here, the lesson is that for hispanic students economic disadvantage seems to be driving the gap. Whereas with black and white students academic factors is driving the gap in College Completion by race. This signals a different precollege factors may befluencing. It signals the role of finances for latinos. While finances matter for black students academic population represents the greatest gap. Much of our work included the role of msis. A diverse landscape of hsis. Our previous work not yet, it is a surprise. Our previous work looked at Graduation Rates of hispanic and black students at smis compared to nonsmis. This paper is different. It compares black and hispanic Graduation Rates to white students. So we are going to see a different outcome. Next slide, please. Our results for this question using the decomposition method indicate there is a negative contribution of the msi in post secondary factors explaining gap in College Completion. This is important and alarming. Msis under Rating System are likely to show that they are negative lly contributing to graduation when many factors may have occurred well before enrollment. For this cohort we see 12. 9 of total variance explained alone 37 of the post secondary context is by hsi status. The contribution is 9 . 28 is explained by hbc status. These are 2002 numbers. Previous cohorts show that hsis negative contributions has lessened. The analysis doesnt [ inaudible ] as the identity and mission of implementation are difficult to capture in our data set. However, a critical problem is illuminated when we compare Graduation Rates to that of white students who have more advantages, resources and choices in post secondary institutions, not only texas but nationally. So what can we learn from these analysis if we are to move forward . Did you show the show the msi slide. You already did. What can we learn from the analysis if we are to move forward with a National CollegeRating System . To be clear our paper does not suggest that we are against accountability or there is no place for accountability. We recommend there be much more likelihoods of outcomes of educational circumstances that are not likely to change before the ratings system was put in place. As such we leave with you the following recommendations. Again, College Completion is not just a post secondary student. Failing to account for this result would penalize institutions enrolling large numbers of minority students. Finally, given the role of economic disadvantage and academic preparation in explaining the gap, policy intervenges aimed at Financial Aid and Developmental Education are warranted. And really finally, the use of vaerd and Innovative Data systems to disentangle where the odds of completion are most challenged is highly recommended. What we mean by this is that the ncs has wonderful data sets that are useful in understanding gaps in racial achievement gaps in College Completion gaps but there are state databases that can also inform this question much better than our federal data sets. So we recommend some form of partnership in which we get the best data to get the best research to form the best policy results that we can in this day and age. Thank you. Thank you, professor flores. Now were going to turn to marybeth gasman. Good morning, everyone. Thank you to everyone for coming, and thanks to all the sponsors and gary as well. So this paper was written by myself and two of my research assistants, ty quinn and an undergraduate student named danny corelle. What we tried to do in our paper was provide a landscape of the nations msis, institutions that educate 20 of our college students. Oftentimes people forget that. So these institutions, as we know and as most people have been saying today, have a proven track record with first generation students, lowincome students and students of color. If you could flick the slide, please. So this will just give you a few numbers that give you an idea of whats going on in the msi landscape. One thing i want to point to is the pell grant percentage. 50 of students at msis are utilizing the pell grant, which is really important. Msis are known for their familylike environments, theyre known for success in Developmental Education even though Developmental Education gets kicked around a bit. There are many examples of msis of their success and theyre empowering to people of color. So msis are deeply vulnerable because of their financial situations as some of the presenters have explained and also due to the risks that they take. Sara talked about this extensively as did some of the other presenters. The risks that they take in enrolling many of the students that other institutions dont enroll. And these risks result in unveen outcomes for msis. What we do in our paper is we urge policymakers to examine the unique contribution of msis especially in three critical areas that i want to highlight. So you can go to the next slide. Right. So one of the things that i noticed recently when i was reading the my brothers keeper report issued by the Obama Administration is that there was only one line related to minor serving institutions in the entire report. And msis were pretty much left out of the report. So what i want you to do is just look for a minute at the role that msis are playing in educating men of color. So 36 of men of color with fulltime enrollment are enrolled at msis. If you look a little bit deeper, you can see the percentages across the various racial and ethnic groups that are enrolled full time at msis. Then if you look at the parttime enrollment, nearly 50 , 48. 6 of men of color with parttime enrollment are at msis. If you start to look at the awarding of bachelors degrees you see that 24 of all the bachelors degrees to men of color come from msis and 22 of all the oeassociates degrees t men of color, but they only ended up with one line in the my brothers keeper report. So we found that problematic, and we really want to point to the contributions that msis are making with men of color. Next slide. Another area that we pay particular attention to is Teacher Education. And another thing that weve been hearing, especially from the department of education under this administration is an emphasis on the need for an increase in teachers, especially teachers of color. And how important that diversity is to Young Students of color. So one of the thins that weve noticed is that msis are doing are making considerable contributions in Teacher Education. The bulk of these degrees are due to hispanicserving institutions, and thats important to point out, but we do want to also point out the conferral of degrees by msis in the Teacher Education area. And we also in the paper talk about the fact that many of the teachers that are educated at msis end up going back to the communities from which they came. So they go back to urban and Rural Communities and msis are collecting data on those teachers who go back to those communities. And those are communities that have high concentrations of students of color. Next slide. Another thing that we talk about in the paper is the contributions of msis in the s. T. E. M. Area. Our nation is said to need 1 million s. T. E. M. Workers and we need much more diversity in the area of s. T. E. M. We know there have been countless papers. Sylvia hurtado here has done work in this area as well. That shows us that many msis are doing a disproportionate job in the s. T. E. M. Area. We dont know exactly what they do and my project is working on things related to that. But we point out these contributions that they are making in the area of s. T. E. M. And what i want to stress here is for us, these are three critical areas that are being talked about widely across the country. Right . We hear a lot about the shortages of teachers, how can we make teaching a career that more people want to get into. We hear much about men of color, especially right now. And we also hear about our great needs in the area of s. T. E. M. What wed like to urge people to do is when theyre thinking about how institutions are funded, to think about how msis contribute in these critical areas. And so we had a variety of recommendations for policymakers. So im just going to go over three. And these include so for policymak policymaker, one of the things that i think we find most disturbing is the way that msis are left out of discussions. And how their contributions are not included in Major National reports and discussions. And we see this over and over. Even though there are many, many people in this room who try adamantly to get the these discussions the contributions of msis into these national discussions. So what we say is that we dont think that these National Reports should be issued or that legislation should be put forward if msis are not part of that discussion. We also recommend for msis that institutions not only larger, overreaching organizations, which are already doing this, but institutions Work Together in coalitions across the various msi sectors. And this can easily be done within states. It can also be done in a variety of other ways, institutions that have similar programs, similar curricular issues, similar financing. We urge msis to Work Together because in silos their strength is really zapped. But when you have nearly 600 msis in the country and theyre educating 20 of college and university students, you have a lot more strength. Then another thing that we recommend for researchers and policymakers is to focus on what works and whats successful. So a long time ago when i was a brand new professor, my mentor was asa hilliard. Im a child psychologist. He passed away a few years ago. But one of the things he told me was, you know, we really know what works, but we just dont Pay Attention. And i believe that. And i think that one of the things that msis can show us is what works with lowincome students of color and first generation students. We have many, many examples of whats successful, and i think that we should look to msis for how to be more successful rather than the way that we tend to approach msis which is to see what we can do for them. I think that we should look at msis and see what they can teach the rest of the nation. Thank you. Thank you very much. First i turn for a response to deborah santiago from exlens ya, one of our partners. Can everyone hear me . Yeah. Thank everyone for all the hard work in putting this together. I want to frame my responses to stellas piece specifically with more of a policy lens. I think what her paper and her colleagues have done is twofold. One, acknowledge what we in Public Policy know, that the train has left the station on the issue of accountability. Were not going to get away with just saying were different, we have a mass of students that have Additional Needs so dont hold us accountable. None of us want that. And the second part what i appreciated they put together was looking at how do we identify a Fair Assessment and valuation of students that have a Critical Mass enrolled. That becomes a challenge figuring how do we take the good analysis done and operationalize it in a manner in Public Policy where we prioritize simplicity over accuracy . And we all have a certain measure of adhd in terms of what our priorities are in the moment, and if we cant put it in a bullet, if we cant make it concise, then its a difficult thing to implement. And thats the kind of pragmatism we do in trying to translate really Good Research into Public Policy. So i was thinking a lot about it. I wanted to push the researchers a little bit, but also add we shouldnt enact soundbites . Yes, i will. I have five minutes, right . Three minutes now. So yes, simplicity accuracy scale. What if we took the existing information and data thats being bandied about in d. C. And other places and try to weight it by the issues that are raised in the paper that stella put together . The reality is we dont want two different forms of accountability. Thats not the way to approach this. We have to approach it in a manner that doesnt let the institutions off the hook either for enrolling a high concentration of students that have income needs and have College Readiness needs overall. So how do we make sure that to stella and her teams point, we create a fair system. So how about if we took a look and so ill offer this as a suggestion, with the data recurrently collect, ways to weight what is in some ways a relatively perverse way of looking at institutional efforts at hsis and pscus. What we made sure that Completion Rates not Graduation Rates, Completion Rates add information on part time and transfer students. Thats not included and so many of these students have a high concentration of low income needy students and arent given the credit for what theyre doing with transfers and parttimers. National clearinghouse has data on this. There are ways that we have to focus on from a Public Policy perspective to collect the data to make sure that happens. What if we looked at Financial Aid, which is paper race is critical for latinos but the economic disadvantage is a factor and we weighted what we put together in an accountability system by the percent of students that are receiving pell or Financial Aid . We took a look at the college and structures and what kind of quality is provided and weight it based on that . For College Readiness, critical for africanamericans and those at hpcus we look at the percent remediation, the percent that are retained and those who drop out as factors. That doesnt mean only for these institutions, but i can assure you that look at these factors, multiple measures, well get a more balanced approach. Perfect . No, that doesnt really exist. We owe it to these students of institutions who have taken on the challenge of jukding to those of most need to make sure they get the quality of education they deserve and our workforce overall. These are all data that are currently collected, not perfect but they are collected. And the last is that, we do collect information on institutions that have a high enrollment of needy students and low general expenditures. Theres a way to the financial component of these institutions in a way i dont think were thinking significantly about that can address accountability. What we cant do is let the k12 system off the hook, we cant let institutions of Higher Education off the hook and say because we have students of need that we lower expectations of the students or the institutions that enroll them. Thank you very much. Well turn now to my you can la colleague sylvia hurtado. Thank you. Im commenting on marybeth gasmans paper and her colleagues. If you havent read the paper, you should read it. If you do not know very much about the different minorityserving institutions, its a good, easy, fast, descriptive analysis of what mintserving institutions are. And more importantly, i think, the focus of diversification in the workforce in areas of National Importance are a key in terms of really having all that data in one place. Its a great paper in that regard. I want to say also that they really focused on key National Areas of importance, that Teacher Education, s. T. E. M. Degrees which we know for individuals, thats where the highest paying jobs are going to be in the future. And also thats what we already nationally have indicated is going to be a key area for enhancing american competitiveness. Then the issue of minority males. In all those instances, the data in this paper show that if there are anything to impact either the financing of these institutions or the financing of their students, that we would see serious and drops in terms of the representation of various minorities, low income and first generation students and Teacher Education, in s. T. E. M. And, of course, in the Completion Rates of minority males. I think the important pieces that she also brings into the paper are first that the stories of mintserving institutions are still not entirely evident to the nation and, in fact, we still have to educate publishers and editors about what these are. All the time we try to put some of our publications out. And so sometimes are left out of the discussion, as she well points out in terms of National Reports. Though they can be severely impacted by any decisions that are made nationally. One of the things that i think probably we need to talk more about is understanding the Research Capacity of these institutions because i think both marybeth, myself and several of us on this panel have been really looking at minorityserving institutions and trying to really tell the story, but i think really each institution also has to help develop its own Research Capacity in the way early in the earlier session dillard began to show how they were doing their own studies. Our work with the institutions has indicated that very often they dont have the Institutional Research staff, the data are very hard to gather in particularly tribal colleges have a huge deficit in terms of being able to pull together the resources to not only report the data but also do and monitor and track the students. This is very important because it points to an Institutional Research issue. Second, i think the paper really shows an important point in terms of the accomplishments are evident even with fewer resources these institutions are doing something for the nation. And i think i value, for example, for first time ive seen the contributions of twoyear institutions that are minorityserving institutions documented in this particular paper, and i thank you for doing that analysis. The third point and its sort of something obscured in the paper and i want you to talk a little bit more about is diversity should be part of the metric. I think thats what deborah santiago was beginning to say, how do you incorporate that into the metric . One size fits all is not going to result because challenges are different for these institutions, their resources are different and also they are still making contributions. So i want to kind of open it up, if we could speak more about how diversity might be part of a metric, a national Rating System, and deborahs talked about a possible rating component, but also that the notion of social equity and diversity has to be a consideration in all of this. Thank you very much, sylvia. Now, there are three microphones up here in the front. Please come up right away. We rushed everybody along to save time for your questions. Go right ahead. Good morning. Thanks so much to the panelists. Im in rau awe of the Research Presented today. My name is robin liam from higher ed consultancy. With the competing interests that higher ed has now regard to enrollment, needing to enroll a lot of international students, out of state students et cetera per se regarding funding, how might the focus stay on closing the racial College Completion gaps at msis and hsis . Stella . So, i think thats a very good question you know, my perspective comes from not only looking at the post secondary sector, so again, the part of what comprises a racial completion gap is not only what happens at the institution. And so this doesnt preclude us from enrolling more students from other countries but again im going to keep pushing if we talk about the racial completion gap its not just whats occurring at the institution. So this idea that the high schools in particular, k through 12 can be let off the hook so more collaboration, more conversations of if were going to keep our Graduation Rates up, this is not a conversation that should only stay within higher ed. Yes, can i just respond to that, too . Look, we make choices every day, right . And institutions of higher ed, because theyre getting less public support, are having to find means. They have to enroll international and out of state students to make the bottom line. And does that squeeze out the very time latinos and africanamericans are becoming the majority in the clebollege population . I think so. The reality is it doesnt have to be that way. Were making those choices because of expediency and facility and reaching back to our core as to why we are institutions and what it is we do is i think primary for us to consider who it is enrolling, why were doing so and then why are we Holding Institutions accountable if were going through a process that the students that we havent educated in our system. Thats not to say we sthoont enroll international or out of state students but the reality is if were putting primacy to the bottom line financially and not who were serving and finding that balance the new way, then i dont think were doing a service as public institutions. You know, at our campus at ucla, we get less than 10 of our budget from the state of california. So this year there will be 30 of students from outside california on our campus, which is basically a survival strategy, but if we had a Higher Education act that gave recognition because we have a very high level of pell grants and theres a lot of diversity on our campus, it would give universities a different incentive if they were given an additional recognition or funding as a result of those kinds of enrollments rather than being punished for them by cutting their budgets. Thank you. Hi, dora from the american dental education association. My question is for marybeth gasman. Thank you, first of all, for the slides because thats primarily our interest. When it comes to msis on your own website you distinguish between hbcus. I understand its not the same at hpcus, are they being left out when youre giving statistics about black students at hpcus, that they should or should not be include . They are differently entities than predominantly black institutions. If youre doing research on historically black institutions which are created with the idea of educating black americans prior to 1965, right . That research is typically not going to include pbis unless you include them. For our center, we do Pay Attention to pbis, but if our research is on hbcus like we have a big s. T. E. M. Project that is funded by the helmsley trust. One thing i would say there is the outcomes in s. T. E. M. For pbis are different than for hbcus. Theyre just two dirt pots. Leslie leads an organization that represents both. I do think that pbis need attention because theyre growing in similar ways, not in the same way but similar ways to hsis, but theyre two different groups. Pbis used to be majority institutions, some even have separate alumni groups. So theyre just very different. But we want to do Research Related to both kinds of institutions, but i would say that pbis get a lot less attention. So theres a lot Less Research on pbis . A lot Less Research. Theres hardly any research on pbis. Any of you out there looking for a good dissertation . You know, one thing i would say is theyre very frustrated by that, too. I often have president s of pbis that call and say, why doesnt anyone care about our institutions . Why doesnt anybody want to do Research Related to our institutions . So it is a ripe area and theyre looking for attention. Yes. Hi, Andress Enriquez with the National Science foundation. Im still formulating my question. But two things first. Im delighted that the workforce issue came up, particularly the issues around s. T. E. M. And my question is for stella and for deborah. We have this huge policy shift taking place in the k through 12 area of schools which is called a common core in the next generation Science Standards and the analytics on that in terms of minority students and in particular english language learners is that the number of dropouts is going to increase significantly. And those that are prepared for college is going to really shift. And im wondering in terms of the precollege piece what can we do to we know some of those issues in terms of identifying youngsters who are going to be struggling getting into college from the work. And im wondering what we can do. And deborah, im wondering if the data points or the analytics that youre thinking about in terms of the data set that you need should not start in college but way beforehand, if that makes sense. So i think you bring up some very good points. Let me start with this idea of access to im kind of reframing your question to rigorous courses and ell students. We actually use this database to look at the success of ell students their College Access and we found something very important. And that relates to the timing in the ell program. And we found that latino students who participate in the ell program for three years are actually likely to do better than latino students who waivered out of any Program Participation although qualified to it. So what were seeing in texas is that some Program Participation for ell students does not hinder their College Access rates but more than that leads them down a different path. And the biggest point of mobility here for those students and this translates for other groups is access to the rigorous course work in high school. So how common core will play out . Texas is a different story with common core. But we do know that rigor matters and we know that ell students are not likely to have access to those courses weve got reframe ell as not just exiting the program and learning english and entrance into the rigorous course work. Ill take the second half. The second half of the question since i think stella did a good job answering the first part. In the paper, there is a clear reference to looking at k20 databases and thats what the data are based on so that they presided in their analysis. That reinforces your point about the data overall. I would say that while not identical, those data points i raised are collected in some manner in k12 as opposed to pell, we have students participating in free and reduced lunch, thats kind of our basic proxy at the federal level for income level. We do have ways in k12 to track it. We dont see variance on the very things in the paper that stella raised and others are we dont see great changes in economic mobility at the k12 level and thats often where we look in Financial Aid and say you can, you know, apply and have a year waiting and you wont see big differences. So the challenge becomes how do we create Public Policy that intervenes given the date that we currently have . I think the data are there. Were not using them and making sure whether its at the k12 or higher ed level, were waitieig for these populations. We have to do is better job. While the gap is still big, it was frankly i was surprised not as big as i thought it would be. The biggest gap of concern in academic preparation and this will translate to however common core ticks out, is the theres something happening in schools where la tebows may be getting more access to rigorous core work and thats one of the biggest differences that we see in racial participation and rigorous course work. Thank you very much. Very good question. Ill just take a second at the end to say, some of this panel relates to other work that were doing. Let me take your question, if its a quick one. Yes, thank you so much. Janelle george with the naacp educational fund. I have a quick question for ms. Santiago in terms of assessment. I understand your point and looking more towards weights different factors, how would you factor in and weight the preparation k through 12 lack of preparation or remediation issues with minorityserving institutions . And if i can sneak in one last question to ms. Gasman, if you can talk about the impact of minorityserving institutions on women of color as well as men of color . Thank you. Sure. So ill try to be fast so you can get in there, too. How we weight the preparation College Readiness, so things that i identified, so there is a statistical approach. We do it with a lot of ncs date to to weight the data thats out there. I wont get into the complicated part of that. We do have elements in what percent of students in an institution are taking remediation. We know that. Thats a proxy at the College Level for academic preparation at the k12 level. We can do something with that. Thats something i would definitely weight. The concentration of students that dont complete what we call the gateway courses, the 101 courses, thats clear. We know those data. We should be able to use them, and looking at what institutions are doing. If you have a high concentration of Latin Americans and latinos that dont get through, thats that to be weighted when youre looking for completion. Completion is the goal, enrollment is the necessary component. You cant complete if you havent enrolled but looking at the profile of the students that are enrolling has to be weighted by the concentration of the students that have financial needs whether financial or academic. In this paper we did focus on men of color because we did try to focus on three critical areas that the nation is calling on right now. In a previous paper i wrote with Valerie Lundy wagner at columbia, and is one of my former students, we wrote a paper that looks at the gains of women of color. Its specifically at black colleges. I havent looked at that across all msis, but at black colleges, if i were to be completely frank, the success of black colleges is due to women of color. I mean, to black women. I mean, the success is much higher with regard to black women. Its especially high in the area of s. T. E. M. Theyre making really, really great contributions in that area. So i havent looked across all msis. It would be a great thing to do. We definitely have that data and could look at that, but thats a really good question. I would like to add in our analyses in texas, black males disproportionately, overwhelmingly choose to go to an hbcu over white over white over black females. So while the stories of black women obviously need to be present in the conversation, the hot spots of where black males are attending college at least in texas, they overwhelmingly choose an hbcu. I just wanted to take a minute at the end before we thang the panel to just comment that you can find on our website of the civil rights project a lot of relevant studies that relate to precollege preparation. Weve shown in our recent study of california, for example, segregating californias future that latinos used to be in predominantly white schools in california. Theyre now in 86 nonwhite schools, 75 poverty. Africanamericans are in very similar situations but most likely as minorities within latino schools. These schools have much less availability of qualified teachers with experience especially in mathematics and science. They are very unstable schools in terms of enrollment in many cases. These are coschools that are systematically segregated and unequal. If we take those students into colleges that are ril wiling to take a chance on them and then punish the colleges that take them, wed be making one crisis into another and cutting off mobility in a very serious way. So its very important that we thing about all of these things simultaneously. I know its hard in an environment of sound bites to do that. But its essential that we keep those things in our mind. So now after these two intense panels, let me thank this panel very much for a very illuminating discussion. Friday a discussion about efforts in middle Eastern Countries to recover National Assets stolen by former government officials. Experts will be at the center for strategic and international studies. Live coverage begins at 9 00 eastern here on cspan3. Be part of cspans campaign 2014 coverage. Follow us on twitter and like us on facebook. To get debate schedules, video clips of key moments, debate previews from our politics team. Cspan is bringing you over 100 senate, house and governor debates. You can instantly share your reactions to what the candidates are saying. The battle for control of congress. Stay in touch and engaged by following us on twitter, at cspan and liking us on facebook at facebook. Com cspan. Now more from the ucla civil rights project conference on minorities in Higher Education. In this session University Officials discuss the latest studies on the topic including how perspective students are evaluated by the admissions process. This is an hour and ten minutes. Okay. Well, i hope youre all refreshed and ready for an intense final panel here. So were going to have three presenters on this panel. Sylvia hurtado, who you met before, nicholas hillman, annmarie nunez. Why dont we start at the end and put ann up first