Gap 1 - Transition from Middle to High School (Grades 8 to 9)

Description
Nationally, 40% of our Latino students leak out from the educational pipeline by the time they reach high school (Urban Education 1995: ERIC Clearinghouse). By age 15, 44% of Hispanic children had fallen one or two years behind the expected grade level- apparently because these students started school at older ages or were not advanced along with other children in their elementary school classes. Furthermore, future prospects of completing high school and going on to college are greatly diminished for children who fall behind by age 15 (Educational Attainment and Success in the New Economy: An Analysis of Challenges for Improving Hispanic Students’ Achievement, June 2000).

Intervention Points
Studies show that this is best addressed beginning in the primary grades with ready access to academic/social support (e.g., tutoring, mentoring, etc), career information, rigorous curriculum, committed professional educators, and the engagement of parents in the academic life of the student.

Policy Target
Although Chicago Public School System (CPS) has a battery of tests reflecting the content and grade level of curriculum areas in alignment with Illinois State Board academic standards, the test outcomes for Latinos reflect poor academic achievement in students with major gaps in their previous years of schooling. Students are held back in their education and graduation promotion by CPS policies.

ENLACE Intervention
One of the Chicago ENLACE Partnership (CEP) partners, Gear-Up, is addressing this gap in most of the ENLACE partner K-12 schools through an integrated, systemic approach to transforming the middle and high schools. The CEP will be partnering with Gear-Up in the schools where that is appropriate and initiating similar activities for students, parents and teachers in ENLACE partner schools without Gear-Up programs. Related policy issues and activities will be addressed during the next 4 years.

Gap 2 - Transition from Sophomore to Junior (Grades 10 to 11): Student turns 16

Description
Two policies and several educational practices can be identified. When students become 16 years of age they are no longer required by law to attend school and at that age, they do not need special permission to work in the state of Illinois. Educational courses do not emphasize the importance of post-secondary education and school practices frequently do not engage students. Students who under-perform academically are required to attend summer school -- a remedial approach that is prescribed with little personalized support and largely not engaging to students. According to a 1998 Illinois Board of Education report, over 50% of Latino 6th, 8th, and 10th graders did not meet standards on the State's reading test. In addition to reading scores that are lower than the norm and static curriculum, other problems challenge our Latino students such as teen parenting responsibilities, mixed expectations from parents, and economic pressures which contribute to the number of high attrition.

Intervention Points
This gap is best addressed by creating student-centered environments where students feel empowered to succeed both academically and socially. Former U.S. Secretary of Education, Richard Riley, remarked, “with challenging and engaging classes, the support of parents and the entire community, and an overarching commitment to ensure that all children learn, we can embrace the unique strengths that Latinos bring to education and our national community. This can help turn the problem around and return these young people back to the world of learning.”

Policy Target
CPS assessments and promotion policies and procedures are used primarily to decide on promotion or impose summer school. This often results in tracking in all classes, rather than encouraging early intervention efforts such as peer tutoring so students who need help receive the needed support to catch up rather than to give up an leave. Alternatives are limited. There are few evening and weekend high school opportunities and flexible school schedules.

ENLACE Intervention
In Wells and Clemente High Schools this is being addressed by various initiatives by one of the ENLACE partners, Gear-Up. These initiatives will be augmented through activities of the ENLACE Leadership Institute. Juarez High School, along with their high school partners, will be included in the ENLACE Leadership activities and mentoring.

Gap 3 - Transition of Truants, Dropouts or Push-Outs from H.S. to Alternative H.S.

Description
There is little incentive that schools are willing to retain students who are poor academic performers since schools are judged and punitive measures imposed if scores fall below a certain level. As a result, students with poor scores and poor attendance are often pushed-out. Students are dropped or pushed out for a range of factors directly and not directly related to school- too many absences, teen pregnancy, need to care for family members, language barriers, have repeated at least one grade, high poverty that creates a need to work, social and cultural pressures- or have committed infractions that preclude returning to the general high school. According to a report by the Southern Region Education Board (Reducing Dropout Rates, 2000), schools themselves can contribute to high dropout rates. “High dropout rates are associated with schools that have poorly organized academic programs, morale problems, ineffective teachers and low expectations of students.” Students lost here rarely return to formal education. A recent study by the American Association of Women entitled, Latinas in School, reported, “Hispanic girls leave earlier than all other groups of young people . . . and are the least likely to return.” In addition, the high mobility rate of Latino students also contributes to this problem. Approximately, 18% of our potential Latino high school graduates are lost each year to the high mobility rate factor according to Chicago Public School System data. The Youth Connections Charter, a public funded umbrella organization for 27 alternative high schools, reported that less than 10% of students who drop out of general high schools enter alternative high schools.

Intervention Points
In an effective educational pipeline, there would be multiple options for students having difficulties. A transition specialist and/or advisor/counselor would be available to work with student in identifying an appropriate alternative high school or GED program. This intervention also applied for retrieving the dropout and push-out.

Policy Target
CPS policies toward attendance/truancy, academic failure, and drop policies. On going professional development for teachers and administrators related to the policy target.

ENLACE Intervention
Community Education Fellows in alternative high schools will serve as liaisons to connect alternative and general high schools in the Clusters. Ongoing related training will be provided to the public school system to encourage increased options, retention efforts, and a referral system.

Gap 4 - Transition from Acceptance to Enrollment in a Post-Secondary Program

Description
Hispanic 18- to 24-year old high school completers enroll in college at lower rates- (36%) than Whites (46%) and Blacks (40%) [NCES, The Condition of Education, 1999, Indicators 53 & 54]. Part of this gap is the discrepancy between the number of students accepted into a post-secondary program and the number that enroll. For example, although the total enrollment of Latinos is increasing at Northeastern Illinois University (NEIU), the percent of those accepted that enroll has decreased each year for the past three years from 67% to 64%. (NEIU Admissions Data). Other studies report that financial stress because of poor planning, residency status, and difficulty to qualify for student assistance programs further deter accepted Latino students from enrolling in college. As a result, minority students tend to lose ground at each step of the educational pipeline (Urban Community College Commission, 1988).

Intervention Points
Families surveyed during the CEP Phase I support research that says this gap is best addressed by providing students and families information earlier in the pipeline (middle school) and supporting them throughout the planning and transition process. Personal contact that will help families make well-informed decisions and provide leverage for adequate financial assistance to make enrollment and graduation possible is an important element of the solution.

Policy Target
Resources to increase the number of guidance counselors available for Latino students to make early, and well-informed decisions about life after high school. Public funding that focuses on aggressive recruitment strategies by colleges/universities in high schools, and alternative educational sites with large number of Latinos is limited.

ENLACE Intervention
Activities that specifically target students and their families include opportunities to visit campuses of post-secondary institutions that will help them become well-informed on educational, career and financial aid opportunities from ENLACE Fellows and through institutional and Cluster-based activities of the ENLACE Leadership Institute, the quarterly community Charlas, (utilizing CEP community-based partner sites and other channels such as churches, social /athletic clubs), the annual ENLACE Colloquia, and the ENLACE Orientation/Information Fairs; and conferences jointly sponsored with Gear-Up and other CEP partners. In addition, educational financial resources will be sought for students involved in partner institutions.

Gap 5 - Referral and Transition Between Two- and Four-Year Post-Secondary Institutions

Description
“Transfer from community college to a four-year institution is crucial to increasing educational achievement among Latinos, because two-year institutions are the educational contexts in which Chicano and other Hispanic undergraduates are concentrated” (Chicanos in Higher Education, 1993). Coordination between two- and four-year colleges/universities, specifically, a need for collaborative and cooperative advising and counseling approaches, is lacking. Gebel in, Impacts on Baccalaureate Degree Completion: A longitudinal Analysis of Community College Transfer Students (1993), identified factors that characterized successful minority students in terms of baccalaureate degree completion- among the factors included having a greater percentage of credits accepted. Gebel found that transferring with low hours decreased the likelihood of graduating.

Intervention Points
Coordination between two-year and four-year programs needs to begin early. Optimally, a student attending a two-year college with the goal of completing a bachelors degree would receive academic advising to select courses, and educational financial advising that lead to an associates degree and transfer fully into his/her chosen four-year institutional setting.
Policy Target Although articulation of credits between two-and four-year colleges/universities is in place, the automatic referral (which includes advising and support) of students to two-year colleges if not accepted by four-year institutions is absent.

ENLACE Intervention
NEIU’s Dual Admission Agreement with local community colleges afford students simultaneous admission and full access to NEIU facilities and the benefit of an academic advisor from the appropriate NEIU academic department who will help the student develop an Intended Plan of Study. The appropriate financial planning is prominent. Students successfully completely an approved pre-baccalaureate associate degree will be admitted to NEIU and will not have to duplicate any pre-baccalaureate courses they completed in the community college. During Phase I, five of the six partners signed dual admission agreements with NEIU. This is an example of how the Chicago ENLACE Partnership has taken up the challenge of improving educational equity. The ENLACE Higher Education Fellows will actively promote the dual admission program (and its benefits) among high school, GED, ESL students and others that will help facilitate access leading toward the baccalaureate degree.

Gap 6 - Retention of College Students at Two- and Four-Year Institutions

Description
NEIU experiences substantial attrition from year-to-year. Based on five years of data, NEIU anticipates that 1/3 of Latino students who enroll as freshmen earn B.A. degrees by the end of six years. NEIU is unusual as this is about the same graduation rate as that of white students. The National Center for Education Statistics reports that of students who leave a four-year institution during their first year, 65% enroll in community colleges. Research has shown that most students seek an engaging educational experience in a supportive environment that is "student-centered.” Most undergraduate scholarships are four-year packages that begin in the freshman year and not adequate for many who take more than four years to graduate.

Intervention Points
Programs at four-year institutions need to address preventive measures to help first year students adjust to the educational climate of two- and four-year institutions-class size, advising, and administrative procedures, and deadlines. Students in need of a more “comfort level” educational climate can be referred to smaller institutions. Federal, State and Institutional financial aid packages that begin during the third-year for low-income transfers and packages for non-transfers enrolled in senior institutions that need support beyond the 4th year.

Policy Target
Strengthen and/or create support programs at CEP partner post-secondary institutions that help guide Latino students in their first year of enrollment and provide intervention strategies throughout the student’s college experience. Current Federal/State educational financial aid guidelines for undergraduates to support students past the 4th year.

ENLACE Intervention
Creating a systemic support system for Latino students at CEP partner colleges by connecting students to programs and services such as tutoring, counseling, “early-alert” systems for those falling behind and academic support during initial coursework. At NEIU, intervention is beginning under Title V and TQE by building a more student-centered academic culture throughout the university. This includes providing well-designed, inclusive learning experiences and curricula that support the integration and application of knowledge; creating a more systematic support system for Latino students at NEIU by connecting student support, tutoring, counseling programs, better monitoring and academic support leading to graduation.