Modeling Hispanic-Serving Institutions (HSIs): Campus Practices that Work for Latino Students

Autor/in	Santiago, Deborah A.
Institution	Excelencia in Education
Titel	Modeling Hispanic-Serving Institutions (HSIs): Campus Practices that Work for Latino Students
Quelle	(2008), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; Academic Achievement; Accountability; Hispanic American Students; Best Practices; Educational Practices; Educational Improvement; School Holding Power; Access to Education; Effective Schools Research; Improvement Programs; Student Improvement; Institutional Characteristics; California; New York; Texas; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Verantwortung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Schulforschung; Effizienzsteigerung; Kalifornien; USA
Abstract	Hispanic-Serving Institutions have the opportunity to be trendsetters in higher education. As Latino representation in higher education continues to increase across all states and institution types, Hispanic-Serving Institutions (HSIs)--public or private nonprofit degree-granting colleges with enrollments of 25 percent or more Hispanic undergraduate full-time equivalent enrollment--provide a valuable laboratory to study practices that help improve Latino access, retention, and academic success. In 2006, there were 252 HSIs located in 16 states educating almost half of all Hispanic undergraduates in the United States. This brief--the third report Excelencia in Education has completed on HSIs--summarizes institutional practices from six community colleges and six public universities that rank among the top institutions nationwide in enrollment of Hispanics and degrees awarded to Hispanic students. Located in three states that educate large proportions of Latino students (California, New York, and Texas), the 12 campuses (see below) have focused increasingly on what it takes to improve student access, retention, and academic achievement of their students overall and of Latino students in particular. As a result, these HSIs challenge themselves to create an institutional paradigm that includes both serving Latino students to improve success while also measuring the institution's ability to do so. In the process, these institutions have become trendsetters in higher education. "serving" institutions must actively promote Latino students' success, and not just their enrollment. Their work requires them to balance the very public expectations of access and quality with a perpetual struggle for sufficient resources to address student needs. They also balance their institutions' service to a large student population that increasingly defies the traditional profile of students (such as enrolling full-time and living on campus) with accountability measures developed for traditional students. These leaders are not complacent about their current levels of student success and have been directly engaged in planning and implementation of efforts to measure and improve student success. As trendsetters, these HSI presidents follow no particular "rule book" for balancing access and quality but make it a priority to better serve their communities and have exerted a powerful influence on their campuses by setting the vision and tone encouraging positive and informed institutional change. (Contains 1 table and 1 footnote.) (ERIC).
Anmerkungen	Excelencia in Education. 1752 N Street NW, 6th Floor, Washington, DC 20036. Tel: 202-778-8323; Fax: 202-955-5770; e-mail: contact@edexcelencia.org; Web site: http://www.EdExcelencia.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10