Improving Access to the
Baccalaureate: How
Community Colleges are
Preparing Hispanics for
Friedman’s Flat World
Community College Baccalaureate Association
Eighth Annual International Conference
Denver, Colorado
February 29 – March 2, 2008
Presenters
• Roy Flores, Ph. D.
– Chancellor, Pima Community College
District, Tucson, Arizona
royflores@pima.edu
• Leila Gonzalez Sullivan, Ed. D.
– W. Dallas Herring Professor, North
Carolina State University, Raleigh, NC
lgsullivan@ncsu.edu
Agenda
1. The Flat World
2. Latinos in the United States
3. The New Workforce
4. Latino Educational Attainment
5. Promoting the Baccalaureate
6. Ensuring Equity
7. Policy Implications
The Flat World
Friedman’s Triple Convergence:
1. Global, web-enabled platform for
multiple forms of collaboration
2. Horizontal networking for value
creation
3. Three billion new players in
developing world (China, India,
former Soviet Union)
Friedman, T. L. (2006). The world is flat: A brief
history of the twenty-first century, updated and
expanded. New York: Farrar, Strauss & Giroux.
Latinos in the United States
The New Diversity
Source: U. S. Census Bureau
Latino Migration
Top 10 Growth
States: 1990-2004
No Carolina
Arkansas
Georgia
Tennessee
So Carolina
Nevada
Alabama
Kentucky
Minnesota
Nebraska
568%
504%
444%
406%
324%
318%
297%
248%
230%
223%
Source: Tomas Rivera Policy Institute Analysis of US Census Data 2004
U. S. Latino Buying Power
• $212 billion in 1990
• $847 billion in 2007
• $1.2 trillion in 2011
Source: Selig Center, University of Georgia
The New Workforce
The New Workforce
White
White
4.7
10.9
10.9
Black
11.8
Black
23.7
Hispanic
73.1
53.4
Hispanic
14.1
Asian/
Other
Percent distribution, 2000
Source: Monthly Labor Review, May 2002
Asian/
Other
Percent distribution, 2050
‘Hot’ Occupations
Job Skills
High Skilled & Unskilled Jobs as a % of the
Workforce, 2000 to 2012
2000
25%
20%
18.4%
19.2%
2002
20.7%
2012
13.0%
15%
11.8% 10.9%
10%
5%
0%
Professional & related
occupations
Source: Bureau of Labor Statistics
Production, installation,
maintenance & repair
occupations
Education Required
Projected Growth in Supply and Demand of Workers With Some
Postsecondary Education, 1998 to 2028
Jobs requiring some postsecondary experience
Workers with some postsecondary experience
150,000
140,000
Thousands
130,000
120,000
110,000
100,000
90,000
80,000
70,000
60,000
1998
2008
2018
2028
Sources: Bureau of Labor Statistics, U.S. Census Bureau and National Alliance of Business
The College Premium
Latino Earnings
Source: Bureau of Labor Statistics, Highlights of
Women’s Earnings, 2006
Latino Educational
Attainment
NAEP by Race, Ethnicity
8th Grade Math 2003
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
7
32
61
11
16
36
36
53
42
38
Prof/Adv
Basic
43
35
21
23
Below Basic
46
Black Latino Native White Asian
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP). Slide courtesy
of The Education Trust.
Average Scale Score
Gaps Narrow, Then Mostly Widen NAEP
Reading, 17 Year-Olds
300
280
260
240
220
200
African American
Latino
White
Source: US Department of Education, National Center for Education Statistics. NAEP 1999
Trends in Academic Progress (p. 107). Slide courtesy of The Education Trust.
Percent of High School Graduates
Minority High School Graduates Less Likely to
Have Completed Advanced Math and Science
Courses
75%
56%
47%
50%
61% 64%
43%
29% 31% 32%
25%
0%
Math
American Indian
Science
Latino
African American
White
Source: U.S. Department of Education, NCES, Condition of Education 2004, p 148. Data from
2000 NAEP High School Transcript Study. Slide courtesy of the Education Trust.
Latino Educational Attainment
Of 100 9th graders, how many…
80
70
75
Graduate HS in 4
years
60
50
40
53
49
48
Enter college
right after HS
30
20
23
27
27
10
9
0
Whites
10
Finish college
within 150% of
program time
African
Hispanics
Americans
Source: National Center for Public Policy and Higher Education, November 2005
Educational Attainment of Arizona
Population Age 25-34
Indexed to Most Educated Country
Percent with a Bachelor’s Degree or
Higher – By Gender and Race/Ethnicity
1.8
Percent with an Associates Degree or
Higher – By Gender and Race/Ethnicity
1.4
1.6
1.2
1.4
1.0
1.2
1.0
0.8
Top Country (Norway)
Top Country (Canada)
0.8
U.S. Index = 0.86
U.S. Index = 0.77
0.6
0.6
0.4
0.4
0.2
0.2
0.0
0.0
White
Males
Females
African-American Hispanic/Latino Native American/AK Native Asian/Pacific
Islander Males
Males
Males
Males
Females
Females
Females
Females
Source: U.S. Census Bureau, Public Use Microdata Samples (based on 2000 Census) and
OECD
Educational Attainment and Rank Among
States—Arizona, 2005 (Percent)
Age 18-24 with High
School Diploma
77.7
42nd
Age 25-64 with High
School Diploma
84.2
41st
Age 25-64 with Associate
Degree
9.0
Age 25-64 with Bachelor's
or Higher
26.3
Age 25-64 with
Graduate/Prof. Degree
19th
35th
24th
9.2
50
40
30
Source: U.S. Census Bureau, 2005 American Community Survey
20
10
0
Latinos in College
Students enrolled in degree
granting colleges &
universities, Fall 2004
17,272,000
– Hispanics: 1.8 million
(10.5%)
Degree-seeking students
enrolled in public community
colleges, Fall 2004
3,879,100
– Hispanics: 972,400
• 14.8% of all community
college students
• 53% of all Latinos in Source: NCES HEGIS Report, September
2005
higher education
Latino Degree Attainment
High School
52-63%
Certificate
5.0%
Associate’s
8.2%
Bachelor’s
15.1%
Source: NCES, National Educational Longitudinal Study 1988/2000.
Graduate/
Professional
2.5%
Percent Educational Attainment of
Population Age 25-64
By Race/Ethnicity—Arizona, 2000
45.2
35
32.1
30.2
30
30.2
25.1
25
22.7
White
African Am.
31.5
Hispanic/Latino
Native American
24.1
23.3
20.3
20
18.3
14.9
15
10
13.0
7.9
10.4
9.6
8.6
6.1
4.5
5
5.7
5.9
5.2
3.0
2.2
0
Less than HS
High School
Source: U.S. Census Bureau, 2000 Census
Some College
Associate
Bachelor's
Graduate/Prof.
Additional Bachelor’s Degrees Needed to
Meet U.S. Average, Top Country, and Top
State
Arizona’s Current Population Age 25-44
with a Bachelor’s Degree or Higher 408,522
Additional Bachelor’s Degrees Needed to Meet:
U.S. Average
78,987
Top Country (Norway) 156,134
Top State (Massachusetts) 285,808
The Bottom Line
• Arizona is behind U.S.—And global competitor countries—
in baccalaureate attainment levels of its adult population.
• It is falling further behind.
• Pima County residents attend Board of Regents
universities at rates lower than residents of Coconino and
Maricopa counties.
• Increased educational attainment levels will depend
heavily on improving graduation rates of Hispanics.
• There is evidence of unmet need for accessible and
affordable baccalaureate opportunities in Pima County.
(continued)
Promoting the
Baccalaureate:
Arizona Models
Program for Joint Admission and Registration
University of Arizona – Pima Community
College
• Response to changing educational needs of
Pima County population.
• Top 25% of the Pima County graduating high
school classes can participate
• Students admitted to UA while only attending
Fall classes at PCC
• Students may take up to 6 credits per
semester at the University starting with the
Spring semester
• Each cohort approximately 50 students
Benefits of Participation in PJAE
• No need to reapply when ready to take all classes
at UA. They are UA students even when only
taking classes at PCC
• Access to PJAE advisors and financial aid staff at
UA and PCC
• Can purchase a UA CatCard and a PCC ID card
with all associated benefits
• Use of the UA Campus Recreation facility for a fee
• Ability to apply for Student Housing at UA
Institutional Benefits – UA & PCC
• Joint marketing and public information efforts
• Joint faculty appointments
• PCC faculty understand UA curriculum and
connect with UA faculty
• Assist all PCC students in transition to the
University.
• Improve retention rate of UA students
• Increase number of students progressing toward
baccalaureate
Bachelor of General Studies
Indiana University and PCC
• 120 credit hours; complete 90 credits at PCC
with lower tuition rates
• After receiving Associate’s degree (60 credits),
student applies to Indiana University.
• Complete 30 credits at Indiana University,
School of Continuing Studies, at in-state tuition
rates
• Stay in Tucson and complete the bachelor’s
degree via distance education
Raytheon Scholars Program
Cooperative Program with:
• Raytheon Missile Systems
– Headquartered in Tucson, Arizona
– 11,000 employees
– 2004 Sales: $3.8 billion
– World’s largest developer, producer
and integrator of weapons systems
• Pima Community College
• University of Arizona
Ensuring Equity
Latinos and College Choice
• Factors that affect college choice:
– Socioeconomic status
– Prior academic achievement
– Degree objective
– State in which one lives
– Other:
•
•
•
•
Limited information about options
Limited financial resources
Proximity to family and community
Other Latinos/as attending (cultural connection)
Source: New Directions in Community Colleges, no. 133, Spring 2006
Risk Factors
• Delayed entry
• Enrolled part-time
• Work full-time
• Have dependents
• Single parent
• No high school diploma
• Financially independent
• Poverty
Sources: U. S. Dept. of Education National Center for Education Statistics, 1995-1996
National Postsecondary Student Aid Study; Community College Survey of Student
Engagement.
Components of Equity
• College Preparation
• Access
• Academic Success, Goal Achievement
HOW CAN WE PROMOTE EQUITY FOR
HISPANICS?
Source: Defending the Community College Agenda, Bailey and Smith Morest, 2006
Ensuring Equity
• College preparation
– Educational continuum: K-12 to community
colleges to universities
– Pre-college programs, targeted preparation
programs – TRIO; counseling
– Financial aid workshops
• Access
– Open door at community colleges
– Developmental education, ESL
– Dual admissions programs, AP courses
Ensuring Equity
• Academic success
– Degree commitment
– Intensity of attendance
– Engagement with faculty, college
– Student success courses
– Welcoming climate, diverse campus
– Mentoring
– Transfer support on path to baccalaureate
– Celebrations of culture, diversity
Policy Implications
• Pre K-16 and beyond: pathways &
transitions
• College knowledge
• Financial assistance & expanded access
• State funding
• Emphasis on minorities in STEM
• Articulation & transfer
• Immigration reform, DREAM Act
royflores@pima.edu
lgsullivan@ncsu.edu