Category Archives: College Access

6 Things Students Need to Know During the Coronavirus (COVID-19)

This was crossposted from the U.S. Department of Education blog, Homeroom.

Whether you’re currently in college for a few years or have recently returned to college, we understand this is a time of uncertainty. You may be wondering how the impact of the COVID-19 emergency affects your federal financial aid. Below, we’ve outlined flexibilities that are available to students during this time.

1. Tuition Refunds and Credits

Due to COVID-19, some schools closed and many classes moved online or were cancelled.  As a result, your school may offer you a refund that you can use to pay existing loan debt or a credit that you can use to pay for future education-related expenses. For more information about your school’s current policy, contact the office of the bursar or your financial aid office.

If you accepted a larger loan amount to help pay for room and board but your situation has changed due to COVID-19, you can return part of the aid you received to lower your total balance owed. Talk to your school for more details.

2. Federal Financial Assistance

CARES Act Emergency Grants to Students

On March 13, 2020, President Trump signed into law the CARES Act, which provided additional funding to institutions of higher education to make Emergency Cash Grants available to eligible students. The purpose of these grants is to provide financial support to students who may have experienced disruptions related to COVID-19.  The grant may be used for tuition, housing, food, childcare, supplies, computers, transportation, and other education-related expenses. For tax purposes, these grants are considered emergency assistance (not financial aid grants or scholarships).

These grants must be paid to you in cash (which could include a pre-paid card or other electronic method) and should be used at your discretion to pay for necessary expenses. For example, your school couldn’t apply your grant to outstanding balance on your account without your permission. Additionally, these grants should not be subtracted from your financial aid eligibility or award.

Your school may develop its own formula for determining who should receive an Emergency Cash Grant, and not all students are eligible.  Your school is required to disclose on its website how it is distributing these funds, how many students have received this grant, and how many dollars have been distributed to students.  Reach out to your financial aid office to see if you are eligible to receive an Emergency Cash Grant during the fall term.

Federal Financial Aid Adjustments

Although schools are not required to adjust federal financial aid awards, they can consider your special circumstances, such as unanticipated loss of income, and make appropriate adjustments to your aid award.

If this applies to you, contact your financial aid office immediately for information about how to request a special circumstances review.

Restoring Grant and Loan Eligibility

Both federal grants and federal student loans have maximum lifetime limits, meaning that once you’ve received the maximum amount, no additional aid will be available to you. If you withdrew from college due to COVID-19, you may be eligible to have Direct subsidized loans, TEACH grants, or Pell grants you received during that term excluded from your maximum limit. This means your eligibility for future TEACH grants or Pell grants will be restored.

It is always a good idea to check your lifetime utilization to be sure you do not run out of aid eligibility before you complete your program. Log in and view your dashboard to check your Federal Pell Grant Lifetime Eligibility use.  Learn more about lifetime limits and how they are calculated.

Federal Work-Study (FWS) Wages

If you were denied FWS wages for a job you started and were displaced from due to COVID-19, check with your financial aid office to see if you can be paid those lost wages now.  If you did not start your FWS job prior to March 13, 2020, and have been denied an opportunity to work because of COVID-19, check with your school’s financial aid office to see if there are other campus-based aid dollars available to replace lost FWS wages due to COVID-19.

3. Flexibilities for Continuing Enrollment During COVID-19

Approved Leave of Absence

If your travel-abroad program was cancelled or you became ill, your school may have offered you the opportunity to apply for a leave of absence.  If granted such a leave, your school may transfer the financial aid you received for that term over to your next term.  Contact your school’s financial aid office to find out more about the current leave of absence policy and financial aid options available.

Satisfactory Academic Progress

You must meet your school’s standards for satisfactory academic progress (SAP) toward a degree or certificate in order to continue receiving federal financial aid. Satisfactory academic progress may include completing a certain number of credits within a given period of time and may also include meeting minimum grade point average (GPA) requirements.  If you believe that your failure to complete enough credits or meet minimum GPA requirements was the result of COVID-19, you should contact the school’s financial aid office to explain your situation.  The CARES Act provides some exceptions for students who failed to meet SAP due to COVID-19 hardships or interruptions.

4. 0% Interest Period and Historically Low Interest Rates

Direct unsubsidized loans normally accrue interest while you’re in school.  However, from March 13, 2020, to Dec. 31, 2020, the interest rate on all U.S. Department of Education (ED) owned loans was temporarily lowered to 0%.

Tip: If you can afford to make payments during this period, you will pay off your loan faster and lower the total cost of your loan over time.

To find out what type of loans you have, follow these steps:

  1. Visit StudentAid.gov/login.
  2. After you log in with your username and password (FSA ID), you will be able to see your loan(s) listed on the StudentAid.gov Dashboard.
  3. Click “view details.”
  4. Scroll down to the “Loan Breakdown” section. If your loan(s) is owned by ED, you will see “DEPT OF ED” before the loan servicer’s name. These are the loans eligible for the 0% interest rate.

After Dec. 31, 2020, the 2020–21 federal student loan interest rates will apply. These are among the lowest fixed interest rates in federal student aid history.

Despite these low interest rates, always be sure to limit your borrowing to only what you need. To help you decide how much you can reasonably afford to borrow for school, use the College Scorecard. It has data for some schools on your potential salary after completing certain fields of study.

5. Transferring Schools

If you’re considering transferring schools or enrolling at a different school during COVID-19, research school-specific data with the College Scorecard. If you’re looking for a school in your area on the College Scorecard; click “Show Me Options” and select “Schools Near Me” to search within a set number of miles from your location.

Be sure to review how many credits the new school will accept based on work you already completed. If you plan to return to your regular institution after COVID-19, verify that credits earned at the school you plan to attend temporarily will be accepted by your home school.

Tip: Confirm that transferred credits will count toward the requirements of your major, not just as electives or general education requirements.

6. Postponing Your Education

If you’re thinking about delaying your education (e.g., taking a “gap year”) or pausing your education, here’s what that could mean for your financial aid.

Disclaimer: This article contains general statements of policy under the Administrative Procedure Act issued to advise the public on how ED and Federal Student Aid (FSA) propose to exercise their discretion as a result of and in response to the lawfully and duly declared COVID-19. ED and FSA do not intend for this article to create legally binding standards to determine any member of the public’s legal rights and obligations for which noncompliance may form an independent basis for action.

_________________

This article was written by Miranda H., a Digital Engagement Strategist at the U.S. Department of Education’s office of Federal Student Aid.

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Bar Chart Race: Changing Demographics in Postsecondary Enrollment

This was crossposted from the NCES Blog.

Last month, we released a blog post showing the changes over time in public elementary and secondary school enrollment by race/ethnicity. Now, we’re taking a look at the changing demographics of postsecondary enrollment. The visuals below, which use data from an array of sources, depict the changes in fall enrollment of U.S. residents in degree-granting postsecondary institutions from 1976 to 2028 by race/ethnicity. It should be noted that the predicted enrollment does not take into account future impacts from the current coronavirus pandemic.

 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Higher Education General Information Survey (HEGIS), “Fall Enrollment in Colleges and Universities” surveys, 1976 and 1980; Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey” (IPEDS-EF:90-99); IPEDS Spring 2001 through Spring 2018, Fall Enrollment component; and Enrollment in Degree-Granting Institutions by Race/Ethnicity Projection Model, 1980 through 2028.

Here are some highlights from the data:

  • 1976: Of the 10.8 million U.S. residents enrolled in degree-granting postsecondary institutions, some 9.1 million, or 84 percent, identified as White. Lower percentages of postsecondary students identified as Black (10 percent), Hispanic (4 percent), Asian/Pacific Islander (2 percent), and American Indian/Alaska Native (1 percent).
  • 2002: The percentage of postsecondary enrollment made up of White students dropped below 70 percent.
  • 2003: Postsecondary enrollment of Black students surpassed 2.0 million for the first time in history.
  • 2006: About 17.2 million U.S. residents were enrolled in degree-granting postsecondary institutions, a 23 percent increase since 1996. Over this 10-year period, Hispanic and Black students had the largest increases (68 and 51 percent, respectively), compared with Asian/Pacific Islander, American Indian/Alaska Native, and White students (41, 32, and 13 percent, respectively). However, White students still accounted for 67 percent of total U.S. resident enrollment in 2006.
  • 2007: Postsecondary enrollment of Hispanic students surpassed 2.0 million for the first time in history.
  • 2010: U.S. resident enrollment in postsecondary degree-granting institutions peaked at 20.3 million.
  • 2012: Enrollment of Hispanic students surpassed enrollment of Black students, making Hispanic students the largest minority population enrolled in postsecondary education.
  • 2028: It is projected that enrollment of U.S. residents in postsecondary institutions will increase slightly between 2016 and 2028 (from 18.8 million to 18.9 million) but remain lower than the all-time high in 2010 (20.3 million). In 2028, it is projected that 52 percent of U.S. residents enrolled in postsecondary institutions will be White, 21 percent will be Hispanic, 15 percent will be Black, 7 percent will be Asian/Pacific Islander, 4 percent will be of Two or more races, and 1 percent will be American Indian/Alaska Native. The Census Bureau estimates that in 2030, roughly 56 percent of the population will identify as White, 14 percent as Black, 21 percent as Hispanic, 7 percent as Asian, and 4 percent as of Two or more races (https://www.census.gov/content/dam/Census/library/publications/2020/demo/p25-1144.pdf).

By Rachel Dinkes, AIR

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Keeping the Cost of College Down

This was crossposted by the U.S. Department of Education, Homeroom

A small, black paper graduation cap and tassel sits on top of paper dollar bills.

Between the high costs of tuition, living expenses, meal plans and textbooks, it is easy to see why college students are increasingly stressed about their finances. A 2015 survey  found that around 70% of college students feel stressed about their personal finances in general. As a current student at UCLA, I too have felt the financial strain of an undergraduate education. Luckily, I have found that there are many simple actions college students can take to reduce the cost of postsecondary education. Here are 5 tips from a current college student on how to make college more affordable:

  1. Manage your academic life

According to data from the National Center for Education Statistics (NCES), 60% of college students in 2016 graduated within 6 years of beginning their studies. Every additional semester or quarter spent in school means more tuition spent. One of the best ways to save money in college is to graduate on time. Graduating within four years instead of six can save you tens of thousands of dollars in tuition and other expenses. One of the easiest things you can do to graduate on time is to manage your academic life. This includes planning and prioritizing classes necessary for graduation such as General Education (GE) and major requirements. Does the class “History of Rock and Roll” fulfill a GE or major requirement? If yes, then great, take the class! If not, then maybe take that English Composition class required by your university for graduation instead. By carefully planning out your classes for your entire college career, you can be sure to graduate on time or even early!

Effective class planning also includes ensuring that you take enough units each semester to graduate on time. In order to remain eligible for student aid, institutions require students to take a certain number of units per semester. Taking less than the recommended number of units at your institution can make it difficult to graduate in four years and can also jeopardize your student aid opportunities. Because of this, it is important to closely monitor the number of classes you take each semester and be mindful of the impact that dropping a class might have on your financial aid and graduation plans.

  1. Be thrifty with books and supplies

According to the CollegeBoard’s estimated undergraduate budget for 2018-19, students are expected to spend around $1,240 on books and supplies in a year. Early in my college career I often found myself spending hundreds of dollars at a time at the campus bookstore in order to buy the required textbooks for school. While books might be necessary for class, it is not necessary to spend large sums of money on them. Over my college career I have found that there are usually many cheaper alternatives to buying new textbooks from the campus bookstore. For example, if you are willing to do a little Internet searching, you can usually find a cheaper used book option online. Additionally, many college students directly sell their used textbooks to other college students on Facebook through pages such as “Free and For Sale.”

  1. Choose the right meal plan

In addition to tuition and books, meals also contribute to the high cost of college. If you are living in the residence halls, you are typically expected to purchase a meal plan, some of which are more expensive than others. By choosing the right meal plan, you can save some money, and still stay well nourished. I made the mistake of purchasing the largest (and most expensive!) meal plan my freshman year. At the end of the year I had 80 extra swipes, which is the equivalent of 80 extra meals. Clearly I did not get the full value of my meal plan. After switching to a smaller meal plan my sophomore year, I still had around 10 swipes left over at the end of the year and I saved $300.

  1. Budget

Budgeting can help students keep track of their day-to-day expenses, save money and practice planning for the future. Creating a budget can help insure that you do not go overboard with unnecessary spending on expenses such as eating out and concerts. Fortunately, there are a lot of great resources available to help college students learn how to budget. For example, Federal Student Aid (FSA) provides students with information on the benefits of budgeting and how to create a budget. Additionally, there are plenty of free apps, many of which directly connect to your credit card, designed to help users keep track of their expenses.

  1. Look for free money

Looking for free money in the forms of scholarships and grants is another way to keep the cost of college down. Scholarships, which are usually merit-based and grants, which are usually need-based, are considered “free money” because they do not have to be repaid. There are a wide variety of scholarships and grants available to college students varying in size and purpose. For example, through your university there are often scholarships from outside donors given based on factors such as a student’s major, future career goals and background. Most scholarships and grants have an application process that sometimes requires short essays. The relatively little amount of time it takes to fill out these applications can come with a huge reward if you end up winning the scholarship. FSA also provides students with more information about scholarships and grants. 

College can be expensive and navigating these expenses can be stressful. Luckily, there are several simple ways to help reduce the cost of college. Carefully planning classes, buying used books, opting for the cheaper meal plan option, budgeting and applying for scholarships are all easy ways to conserve money as a college student. While these methods will not cover the cost of tuition entirely, hopefully they will help you save a little extra money and let you concentrate on studying instead of your finances.

Laura is a senior at UCLA where she studies Political Science and Economics. She currently works at UCLA’s Student Technology Center as a computer technician and interns for Federal Student Aid through the Virtual Student Federal Service internship program. After graduating from UCLA in June, she will move to Washington, D.C. where she will work as a consultant.

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First Bright Spot in Hispanic Education Google + Hangout Highlights Local Efforts on College Access for Latino Students

Posted by Maria Pastrana Lujan, Senior Advisor, White House Initiative on Educational Excellence for Hispanics

On November 18, 2015, the White House Initiative on Educational Excellence for Hispanics launched its Bright Spots in Hispanic Education Google+ Hangout sessions. The inaugural event highlighted the tremendous efforts of Bright Spots focused on college access for all students, in including Latino and undocumented students around the country. Executive Director, Alejandra Ceja and U.S. Department of Education’s Office of Federal Student Aid, Leslie Acosta, were joined by representatives from Bright Spots in Arizona, California, Illinois, Massachusetts, New Mexico, North Carolina, and Texas on a dynamic and informative discussion featuring promising practices and strategies supporting college access and other efforts helping reduce the academic achievement gap for Hispanics.

This year, the national high school graduation rate rose to 81 percent, the highest in history, in part due to the high numbers of Latino students graduating. Ensuring they have access to a postsecondary education and providing them the tools and resources to enroll

Initiative Staff conducting Google Hangout

White House Initiative on Educational Excellence for Hispanics staff at Google + Hangout on College Access on November 18, 2015.

is critical. The number of Hispanic youth enrolled in college has reached a record high, 2.4 million. However, Hispanics continue to lag other groups when it comes to earning a bachelor’s degree (Pew Research Center, 2015). Bright Spots featured are helping to combat this disparity through their efforts.

“Educators should focus on [college access] as early as the 6th, 7th, and 8th grade” because waiting until the junior or senior year of Latino students can be too late,” Carina Soto, Program Manager, Career and College Clubs.

The approaches vary and are tailored to their student needs. The Unidos Project at the University of New Mexico takes a holistic approach on mentorship, or as they call it, “academic coaching.” The program has seen a historic increase in undergraduate retention rates. College Spring, a California-based organization, is focused on improving SAT scores, navigation of college admissions, and supporting the financial needs of students. Undergraduates have the opportunity to mentor and tutor under supported youth through their personal experience and knowledge while also receiving academic credit. One-by-One, in East Moline, Illinois, motivates 7th and 8th graders by having them visit college campuses and introducing them to community leaders of color to help them envision themselves succeeding.

Bright Spots also heard about the efforts on behalf of the Administration to help increase access and ensure affordability to a postsecondary education. We know that our students cannot wait for the support they need to achieve their dreams of a higher education. It is inspiring to see local, state and national efforts join in what President Obama calls a “shared responsibility.” In order to once again lead the world with the highest number of postsecondary education degree attainment, we must continue working together, learning from one another and expanding access to college and career.

The next Google+ Hangout will take place on Wednesday, December 16, 2015 on Early Learning. We hope you will join us as we work together to move the needle on progress for Hispanic students across the nation.

Initiative Staff conducting Google Hangout

Participant Bright Spots on Hispanic Education for College Access:

Career and College Clubs (Based in Manhattan Beach, California with sites in Colorado, Texas, Ohio, and Washington D.C.) , College Forward (Austin, Texas), Metas Program (San Jose, California), One-by-One (Glenview Middle School, East Moline, Illinois) Adults Achieving a College Education (AACE) in Rio Salado College (Tempe, Arizona), the University of North Carolina Wilmington Centro Hispano (Wilmington, North Carolina), and Unidos Project (Albuquerque, New Mexico).

U.S. Department of Education college access resources:

College Scorecard: https://collegescorecard.ed.gov/

Financial Student Aid tool kit: http://www.financialaidtoolkit.ed.gov/tk/

Resource Guide: Supporting Undocumented Youth

Bright Spots in Hispanic Education national catalog:

To view the full engagement video here: https://youtu.be/Qa51AGManKY

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New Resource Guide Helps Undocumented Students Achieve Their Dreams

This was crossposted on the U.S. Department of Education blog, Homeroom.

On Tuesday, October 20, 2015, the U.S. Department of Education released a resource guide to support undocumented students in high school and college. The guide aims, “to ensure that all students have access to a world-class education that prepares them for college and careers.”

The effort will help individuals and organizations invested in education better support undocumented youth, including Deferred Action for Childhood Arrivals (DACA) recipients. The guide’s objectives include: helping educators and school staff support undocumented students academically, debunking misconceptions and clarifying undocumented students’ legal rights, sharing information about financial aid options, and supporting youth to apply for DACA consideration or renewal.

Resources like those listed in the guide were critical for me. As an undergraduate student at the University of Maryland and the first intern at the White House Initiative on Educational Excellence for Hispanics who was a DACA recipient, I have been directly impacted by the resources and tools provided by the Obama administration which help improve the educational trajectory of undocumented students.

When my family moved from Colombia to the United States, I was six years old. I would have never imagined having the opportunities that DACA afforded me. DACA allowed me to continue pursuing my dreams of a obtaining a quality higher education. As a DACA recipient, I was able to apply for and obtain a Hispanic Scholarship Fund scholarship and become a Frank Karel Fellow in Public Interest Communications. And, I was able to get a driver’s license, which allowed me to drive to and from campus, making my education more accessible.

For undocumented youth in the U.S., the future can feel uncertain. Yet it is deeply significant and helpful that schools continue to welcome all students regardless of status, educators and counselors remain trustworthy and understanding of the sensitivity around this critical issue, and students have access to resources that support their attainment of a higher education, including financial aid options. Absent of true immigration reform, and as I work towards helping ensure a brighter future for more Latinos, including undocumented youth and DACA recipients, I will continue to share my story with the hope that more students will come out of the shadows and apply for DACA.

Since 2012, more than 680,000 young people who were brought to the United States as children have received DACA. The majority of these applicants are of Hispanic origin. Research indicates that about 1.5 million undocumented youth in the U.S. are currently eligible for DACA and that 400,000 more young people will be eligible in coming years. The new Resource Guide is an invaluable tool for educators who are dedicated to supporting the educational attainment and success of all their students, including those who are undocumented. For me, receiving DACA was a life-changer, allowing me to reach my full potential.

Access the resource guide here.

Karen Vanegas is an intern at the White House Initiative on Educational Excellence for Hispanics.

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#LatinosAchieve When We Believe in Them

This was crossposted from the U.S. Department of Education’s blog, Homeroom

Today, a high school education is simply not enough. The global, knowledge-based economy that we live in means that some post-secondary education, whether that be a 2-year degree, a 4-year degree, a certificate or a credential, is essential. Which is why we must invest in the educational future of our Hispanic youth. Hispanic youth are in large part the face of our nation and our next generation of leaders. So we need to invest in them if we want to be serious about our future. Although Hispanic high school dropout rates hit a record low at 13 percent in 2012, they’re still higher than any other demographic. Hispanic youth will represent 70 percent of population growth in our country between 2015 and 2060, and are rapidly growing faster than any other minority group. It is our duty to make sure that our next generation of politicians, teachers, CEOs, engineers and entrepreneurs are equipped with the skills they need to succeed.

Progress is being made but not nearly fast enough. And for me, this isn’t simply an intellectual matter. As a Puerto Rican, I’ve seen first-hand how the power of a great education can change lives across the country, as well as back home on the island that gave birth to my mother.

That’s one of the reasons why I’m so proud to lead First Lady Michelle Obama’s Reach Higher Initiative. We work to inspire young people to take control of their future by exposing students to college and career opportunities, making financial aid and college affordability a reality, supporting academic and summer planning, and investing in school counselors. We want young people, including Hispanics, to know that education after high school has to be part of their plan. That enrolling and completing college is essential to ensuring their achievement and success.

When speaking at the 85th Annual Conference of the League of United Latin American Citizens last year, the First lady spoke about the need for investing in education for Hispanic youth. She said, “As you know, too many young people in the Latino community simply aren’t fulfilling their potential… We have got to … reignite that hunger for opportunity — that hunger for education – across all of our communities. And we all have a role to play in this endeavor. Parents have to be reading to their kids from an early age and making sure they go to school every day and do their homework every night. Our young people, you have a role to play as well. You have to make education your number-one priority and be role models for those around you.”

The efforts led by the White House Initiative on Educational Excellence for Hispanics, including their nearly $340 million in public and private sector commitments and the U.S. Department of Education’s work to make college accessible and affordable are key to ensuring this population has the tools they need to achieve.

This issue requires all-hands-on-deck approach to make sure students and families are getting access to the resources and information to help make college a reality. That might be filling out the FAFSA, which gives students access to $150 billion in aid for college, or talking to your school counselor, who can help students or families navigate the application process. It also means taking rigorous, college-ready courses like Advanced Placement; and it means thinking about getting internships and mentorship programs that can help young people see the value of a college degree.

We also need to make the process easier. President Obama and the First Lady have been working hard to create and promote tools such as the College Scorecard to help make students find the best college value and fit. They also recently announced that starting in 2016, students can begin filling out the FAFSA three months earlier, so that financial aid can be secured earlier and in time to help make college decisions.

To the young Hispanics who are now in the swing of school, challenge yourselves to take your education seriously. Start talking to your parents about finances, take challenging classes, build strong bonds with your teachers and administration, join clubs and extracurriculars that will expose you to new things, and most importantly believe in yourselves. Believe that you can achieve and do whatever you put your mind to; starting with college. Because we do.

Eric Waldo is the Executive Director for the Reach Higher Initiative

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Engaging Families, Ensuring Education Success: A Back-to-School Tour with the White House Initiative on Educational Excellence for Hispanics

Cross-posted from the U.S. Department of Education blog, Homeroom

In Springdale, Arkansas, the Hispanic population grew by more than 150 percent between 2000 and 2011, largely driven by the arrival of mostly Hispanic immigrants. The school district’s public school population is now 44 percent Hispanic, and its English Learner population is also 44 percent of students. The city has done a remarkable job of embracing their newest community members and ensuring that all students and families are supported.

As part of ED’s Back-to-School Bus Tour, the White House Initiative on Educational Excellence for Hispanics (WHIEEH) visited Springdale to learn about the city’s community integration efforts. For the visit, WHIEEH collaborated with the Cisneros Center for New Americans, an organization that works to accelerate the integration of new Americans into American society. One stop was at an early childhood center where newly enrolled families pose for portraits that are placed in the classroom, to help ease the child’s transition and alleviate separation anxiety. Coffee sessions between new and veteran parents help familiarize families with the center and the community.

Another stop included the Turnbow Elementary School family literacy program where parents attend English language classes and scheduled PAC or “Parent and Child” time, in which parents join their children in class. They also learn about other subjects, including safety and financial assistance, from community partners such as the police and fire departments and local banks.

A mother described the program’s impact on her and her daughter: “When I signed up for this program, I saw my daughter with a huge smile, so I know it really mattered to her that I was in it,” she said.

At the Language Academy at Har-Ber High School, newly arrived students write their aspirations on classroom walls. These not only remind students to work hard, but they also provide instructors with daily reminders of their own role in helping all students reach their full potential.

The Academy has served to support integration into the larger community.

“The Language Academy helped me communicate with other people,” one student said. “At first, I didn’t know the basics …and now I’m in a regular class. I know all the things that the teacher tells me, and how they teach me and help me so much.”

A town hall for leaders from throughout the community provided context for the school district’s work. Superintendent Jim Rollins provided an overview of the district’s comprehensive efforts and a panel of experts discussed best practices on immigrant integration.

“Education is the great equalizer – quality education is accessible to immigrant families in Springdale,” said Professor William Schwab, University of Arkansas.

Throughout the tour, it was evident that efforts to break down language barriers and motivate students to succeed in and out of the classroom are making a difference.

Springdale’s family engagement and integration vision and efforts were recognized in aRace to the Top-District grant award in 2013. The program helps localities develop plans to personalize and improve student learning, increase educational opportunities, and provide resources that lead to a high-quality learning experience.

The program has enabled Springdale to provide 100 additional preschool slots to the community’s children and draw up plans to expand their family literacy program to each of their 30 schools.

The commitment to immigrant integration through family engagement is in the soul of the Springdale community. Superintendent Rollins put it best: “Those are the kind of things that can happen when you embrace children and help them find their true potential and promise.”

Emmanuel Caudillo is a Special Advisor for the White House Initiative on Educational Excellence for Hispanics.

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Progress in Action: Celebrating Hispanic Educational Achievement

Crossposted from the President Obama and the Hispanic Community blog.

The following article was published on Univision.com. You can read the original article in Spanish HERE.

Each year, in honor of Hispanic Heritage Month we recognize and celebrate the rich histories and significant contributions made by Hispanics throughout this great nation. With over 54 million people, Hispanics are the largest, youngest, and fastest-growing minority group, and will represent 70 percent of our nation’s population growth between 2015 and 2060. From preschool to postsecondary education, Hispanic representation is palpable. Hispanics now make up the majority of students in our public schools, with 1 out of every 4 students in K-12 grades. Similarly, college enrollment is up more for Hispanics than any other group.

Earlier this year the President said that 2014 would be a “year of action”. In this spirit, the White House Initiative on Educational Excellence for Hispanics (Initiative) officially launched our “Anniversary Year of Action” – a call to action to expand upon the progress and achievement made in Hispanic education.

As a community, we have made significant progress. According to the Census Bureau (2011), the Hispanic high school dropout rate has been cut in half from 28 percent in 2000 to 14 percent in 2011.The  Hispanic graduation rate has increased to 76 percent – an all-time high. College enrollment among Hispanics reached a record high and continues to increase. In 2012, the college enrollment rate among 18-to-24-year-old Hispanic high school graduates was over 49 percent, up from 31 percent in 2002.

We recognize there is more work to do and that it’s a shared responsibility—everyone will have a role to play in ensuring the continued success of our community. Over the coming year we will highlight “Bright Spots” that are providing a quality early childhood education, robust and rigorous K-12 education experiences, supporting increased participation in STEM courses, promoting promising practices, partnerships, and institutions of higher education that are graduating more Latinos ready and prepared to enter the competitive workforce, preparing more Hispanics into the teaching profession, while highlighting collaborative efforts supporting our young Hispanic girls and boys through the President’s initiative My Brother’s Keeper.

We will continue working towards the President’s 2020 goal of once again leading the world in college completion. Over the last 12 months, the Initiative has been deeply committed to amplifying the Administration’s education agenda, building partnerships and expanding commitments to support education for Hispanics, while also highlighting the Hispanic community’s progress. Through a number of activities – from national policy forums and back-to-school tours to webinars and twitter chats – we reached over 100,000 stakeholders around the United States and Puerto Rico. We heard from parents, students, non-profit, state and local government, business and philanthropy leaders, and educators about their work and challenges. Through strategic outreach and engagement, we learned that the Hispanic community is not only making great strides but eager to reframe the narrative.

We look forward to building on previous successes and producing more helpful tools like our “¡Gradúate! A Financial Aid Guide to Success”, published this May. The bilingual guide – designed to help students and families navigate the college enrollment and financial aid process includes key information about federal financial aid resources available and on scholarships supporting all Hispanic students, including those granted Deferred Action for Childhood Arrivals and non-U.S. citizens. We will continue to work towards increasing the number of Hispanic teachers through innovative strategies, such as our #LatinosTeach social media campaign launched this month.

And just this Monday, the White House, as part of Hispanic Heritage Month celebrations, honored Latino Educators “Champions of Change” who are doing extraordinary work to educate the next generation of Americans. These Champions have distinguished themselves by devoting their time and energy to creating opportunities for young people to succeed, particularly in low-income communities. The event showcased these leaders and the exceptional contributions to this country. Because, we know that by highlighting progress in action, we will ensure a bright future for the Hispanic community.

Alejandra Ceja is the Executive Director of the White House Initiative on Educational Excellence for Hispanics

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First Lady Michelle Obama: “I’m First”

Last November, First Lady Michelle Obama spoke to the sophomore class at Bell Multicultural High School, in Washington, D.C. about the importance of higher education. In her remarks, Mrs. Obama talked about how education has created opportunity in her own life, working hard to attend and graduate from college.

Like the First Lady, many Latinos are also the first in their family to go to college.  The whole process; from applying to college, to finding ways to pay for it, to navigating a college campus, can be overwhelming, as it was for the First Lady. 

Yesterday, the White House released a special video message from the First Lady in which she talks about being the first in her family to attend college. This video is part of the “I’m First” storytelling project, which lifts up the stories of first generation college students in order to inspire future generations.

As the First Lady says in her video, “no matter where you come from or how much money your family has, I want you to know that you can succeed in college, and get your degree, and then go on to build an incredible life for yourself.”

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