Presented by Prep for Prep and Loyola University Maryland at the 2014 NPEA conference in Minneapolis, MN on April 24-25, 2014.

1. CINDY PEREZ, PREP FOR PREP
SHEILAH SHAW HORTON, LOYOLA UNIVERSITY MARYLAND
RICCO SIASOCO, PREP FOR PREP
he Educational Lifecycle of African
merican and Latino/a Students:
om Middle School Preparation to College Admission
ompletion
ional Partnership for Educational Access Conference
il 25, 2014

2. • What are the socio-economic barriers to, and cultural
capital necessary for, college success among African
American and Latino/a students?
• How might an educational lifecycle that focuses on
intensive middle school preparation and extends into
college matriculation impact the graduation rates of
African American and Latino/a students?
• How can colleges and community-based organizations
partner to support these specific student populations?
Key Questions

3. • Vice President of Student Development and Dean of
Students
• Director of College Guidance
• Director of Undergraduate Affairs
• Professional experiences that span all sides of the table
• Colleges and universities
• Community-based organizations
• Clinical field experience
• Extensive work with first-generation college students at all stages of
educational lifecycle
Who Are We?

4. • International comparison of Academic Achievement. Fact Sheet by
Alliance for Excellent Education
• Study by OECD (Organization for Economic Co-operation and
Development) looked at fifteen year-old students from the United States
compared with fifteen-year-olds in other OECD member countries in the
Program for International Student Assessment (PISA) to measure of
academic proficiency
• In 2012 U.S. ranked 17th out of 34 OECD countries in reading literacy
• Seventeen percent of U.S. fifteen-year-olds did not reach PISA baseline
of reading proficiency
• U.S. raked twenty-first out of thirty four OECD countries in scientific
literacy
• U.S. average performance in mathematics was below the OECD
average , U.S. students ranked twenty-sixth out of thirty-four OECD
countries.
How Does U.S. Achievement Compare
to Other Countries?

5. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
All Students Black Hispanic White
High Sch Grad College Grad
U.S. Graduation Rates (Class of 2011)
Source: Alliance for Excellent Education

6. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
All Students Black Hispanic
Below Basic Basic
U.S. Literacy Rates (Class of 2011)
Source: Alliance for Excellent Education

7. • Educational Attainment trends between 1990-2012
• At least a high school diploma for 25-29 year olds increased from 86% to
90%
• Bachelor’s degree or higher increased from 23% to 33%
• Racial/Ethnic breakdown
• At least a high school diploma
• Whites: 90% to 95%
• Blacks: 83% to 89%
• Hispanics: 58% to 75%
• Bachelor’s degree or higher
• Whites: 26% to 40%
• Blacks 13% to 23%
• Hispanics 8 to 15%
Educational Attainment Trends

8. • Academic
foundation
• Social/emotional
development
• Vision for success
Part I:
Middle School to
High School
• Academic skill
development
• Leadership skills
• Interests defined
Part II:
High School to
College Matriculation • Academic
Achievement
• Personal and
professional
Development
Part III:
College Transition to
Graduation & Career
The Educational Lifecycle

9. • Academic foundation
• Social/emotional
development
• Vision for success
Part I
Part I: Middle School to High School
Preparation

10. • K-6
• Universal Pre-K
• Baby College (Harlem Children’s School)
• Middle School Programs
• Community-based and public school programs
• Prep for Prep
• Family Engagement
Early School Interventions

11. • Transitions
• Identify them and stressors that normally occur
• Academic Life
• Assessments
• Time Management
• Social/Extra-curricular
• Interest and level of involvement
Transition from Middle School to High
School

12. • Academic skill
development
• Leadership skills
• Interests defined
Part II
Part II:
High School to College Matriculation

13. • Barriers
• Diversity of student issues with race and ethnicity
• Financial Challenges
• Family Support
• Utilizing Resources
• Interpersonal Challenges
• 9-12 Academic Achievement
• College Guidance
Transitioning from High School to College

14. • Assessment of current student situation
• Curriculum rigor and achievement
• Academic and Social
• Identifying gaps
• Family influence
• Motivation
• Interests and college fit
Providing College Access

15. • Financial considerations
• Intervention
• Secondary school College Counselors
• AVID: Advancement Via Individual Determination
• National College Advising Corps
• Pre-Summer College Programs
• Franklin and Marshall College Prep Program
• Community Based Organizations
• Prep for Prep, Urban Youth Collaboration, City Squash, Posse Foundation,
REACH Prep and Figure Skating in Harlem.
Providing College Access

16. • Prepare Campus for the arrival of diversity
• Strategically align resources
• Target to Open Resources
• Connect with Outside Resources
Strategies

17. • Academic
Achievement
• Personal and
professional
Development
Part III
Part III:
College Matriculation to
Graduation & Career

18. • Academic + Social = Professional Advancement
• Vision for Future + Realistic assessment of skills and Career
Requirements = Opportunity
• Practical Skills
• Self Advocacy
• Asking Questions
• Breaking Tasks into Manageable Parts
• Using the resources = empowerment
Equations for College Success

19. • Summer Bridge Programs
• Loyola University Maryland:
Ignatius Scholars Program
• Boston College: College Transition Program
• College Guidance (Prep for Prep)
• Graduation Rates
Successes for Male Students of Color

20. • At college level:
• What outside organizations do your students attend? Is there
organizational collaboration?
• Does your bridge program extend into academic year?
• Does it expect ongoing relationship with faculty of advisors – how is this
structurally designed?
• How has the environment prepared itself for the diversity?
• Educated staff and faculty
• Physical environment of openness
• Consider potential financial barriers to early support and success
• Created programs to target specific groups
Questions for the Audience

21. • Cindy M. Perez
• Director of College Guidance
• cperez@prepforprep.org
• Sheilah Shaw-Horton
• Vice President for Student Development, Loyola University
• sshorton@loyola.edu
• Ricco Siasoco
• Director of Undergraduate Affairs
• rsiasoco@prepforprep.org
Contact Information