(NAME-MCE) Latino students want to attend college

[Anselmo Villanueva]

March 2007

The vast majority of Latino students want to attend — and
realistically believe they will graduate from — college, but their
actual enrollment remained at only 25 percent in 2004, according to a
new survey by the Hispanic Heritage Foundation, the National Research
Center for College and University Admissions, the Hispanic College
Fund and Excelencia in Education. At a news conference Tuesday, Sen.
Joe Lieberman (I-Conn.), himself the son of parents who didn't attend
college, advocated increased support for Pell Grants, tax benefits and
other programs that would benefit students from lower-income
backgrounds and families with no college experience. He also endorsed
the goals of the No Child Left Behind Act, up for renewal this year,
and called for improved mentoring and assistance during the college
admissions process. Pointing to the survey's findings, he said, "They
are an indictment of what this country is supposed to be about." Rep.
Hilda L. Solis (D-Calif.), also present at the news conference, said
that programs like Head Start, focusing early on in children's lives,
were important to the effort to elevate overall academic achievement
among Latinos.

Enrollment

• Although Latino* undergraduates were similar in many ways to all
undergraduates enrolled in 2003-04, they were more likely to be
first-generation students (49 percent), to be enrolled on a part-time
basis (51 percent), and to have relatively low family incomes.
[Excelencia in Education & IHEP, How Latinos Pay for College: Patterns
of Financial Aid (2003-04)]

• Latino representation in higher education continues to grow. In
2004, Hispanic students represented about 11% of the total student
enrollment in higher education (1.8 million) from 6% in 1990
(782,400). The number of Latinos' undergraduate enrollment increased
130% from 1990 to 2004. [NCES, Digest of Education Statistics, 2005,
Table 205]

• Despite increases in enrollment, only 25% of college-age Latinos
(18-24 year-olds) were enrolled in college, compared to about 42% of
whites, 32% of blacks, and about 60% of Asian/Pacific Islanders.
[NCES, Digest of Education
Statistics, 2005, Table 184]

• Between 2000 and 2004, the number of Hispanics enrolled in
undergraduate education increased almost 25%, compared to only 9% for
whites, 25% for blacks, and 13% for Asian/Pacific Islanders. [NCES,
Digest of Education Statistics,
2005, Table 205]

• While the numbers of Latinos enrolled in college has increased for
both men and women, representation by Hispanic women has increased
more rapidly. In 2004, Hispanic women represented almost 60% of all
Hispanics in higher education. [NCES, Digest of Education Statistics,
2005, Table 205]

• The majority of Hispanic undergraduates are enrolled in two-year
institutions (58%). In comparison, the majority of white, black, and
Asian/Pacific Islander students are enrolled in four-year institutions
(only 42%, 47%, and 45%, respectively, are in two-year institutions).
[NCES, Digest of Education Statistics, 2005, Table 206]

• About 50% of Latino students were enrolled part-time in college.
This is a higher percentage than white (38%), black (40%), or
Asian/Pacific Islander students (38%). [NCES, Digest of Education
Statistics, 2005, Table 205]

• Latinos in higher education are concentrated in several key states.
About 50% of Hispanics enrolled in higher education were in two states
in 2003: California and Texas. Almost 75% of Latinos in higher
education are in five states: California, Texas, New York, Florida,
and Illinois. [NCES, Digest of Education Statistics, 2005, Table 209]

• Most Latino undergraduate students are concentrated in a small
number of institutions. Almost 50% of Hispanic undergraduate students
are enrolled in 236 institutions of higher education known as
Hispanic-Serving Institutions (HSIs). [Excelencia in Education
calculations using NCES, IPEDS, 2003 Fall Enrollment]

Educational Attainment

• Latino students are less likely to complete college through the
traditional path (enroll within one year of high school graduation,
and attain a postsecondary credential within the "scheduled" time
frame). Only 4% of Hispanics completed a postsecondary credential
through the traditional path, compared to 15% of whites and 23% of
Asians (based upon students in 8th grade in 1988). [NCES, Issue Brief:
Racial/Ethnic Differences in the Path to a Postsecondary Credential,
June 2003]

• Latinos have increased their associate degree attainment 125% and
bachelor degree attainment 88% in 10 years (1994-2004). In 2004,
Hispanic students earned 11% of associate's and 7% of bachelor's
degrees awarded. [NCES, Digest of Education Statistics, 2005, Table
258 and 261]

• The top three disciplines for bachelor's degrees earned by Hispanics
were business, social sciences, and psychology and for associate's
degrees awarded were liberal arts, business, and the health
professions. [NCES, Digest of Education
Statistics, 2005, Table 259 and 262]

Go to www.EdExcelencia.org/research for fast facts on financial aid,
Hispanic-Serving Institutions (HSIs), top 25 institutions awarding
degrees to Latinos, and other relevant information.

*The terms Latino and Hispanic are used interchangeably.

To download more information, go to:

http://www.edexcelencia.org/pdf/fact_sheet_061207.pdf

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Excelencia in Education, Inc.
1752 N Street NW, 6th Floor, Washington D.C. 20036
Tel: 202.778.8323 Fax: 202.955.5770
contact at edexcelencia.org

WHAT WE DO

Excelencia provides data-driven analysis of the educational condition
of Latino college students. The focus on higher education is designed
to intensify attention on the completion of the educational pipeline
and increase Latino academic success. Complementing the strengths of
organizations working with elementary and secondary students,
Excelencia adds value to efforts closing the achievement gap in an
area of critical unmet need-ensuring the educational success of Latino
students in higher education-while linking with effective Pre K-12
strategies that enhance Latino college-going.

Excelencia:

- Identifies, analyzes, and disseminates information on effective
higher education practices for Latinos
- Assesses the impact of federal, state, and institutional policies on
Latino achievement in higher education
- Connects the pipeline by highlighting successful Pre K-12
initiatives focused on Latino achievement
- Assists policymakers, higher education administrators, and other
stakeholders improve opportunities for Latino students to succeed in
postsecondary education
- Cultivates strategic partnerships and expands the national discourse
through the Excelencia network of practitioners, researchers,
educators, nonprofit organizations, students and policymakers
- Develops, documents, and evaluates demonstration projects and other
programs to support the application of effective practices in public
policy and in education institutions