A Closer Look at the Performance of Hispanic and Asian Subgroups

This was crossposted from the National Center on Education Statistics blog.

Breaking down data by racial and ethnic groups, such as White, Black, Hispanic, and Asian, can provide a better understanding of education performance and outcomes than just looking at overall outcomes. But these broad racial/ethnic groupings can still be large enough to hide important information and nuances about student performance and outcomes.

A recent NCES report, Status and Trends in the Education of Racial and Ethnic Groups 2018, examines current conditions and changes over time in education activities and outcomes for members of racial and ethnic groups in the United States. The report also uses data from the U.S. Census Bureau’s American Community Survey[1] to examine outcomes for U.S. and foreign-born individuals who identify with specific Hispanic and Asian ancestry subgroups (e.g., Mexican, Puerto Rican, Chinese, Asian Indian).[2] For example, although 11 percent of Asian children under age 18 were living in poverty in 2016, the child poverty rate differed by more than 30 percentage points across the selected Asian subgroups—ranging from 6 percent each for Asian Indian, Filipino, and Japanese children to 37 percent for Bangladeshi children.

These differences among subgroups were seen in other measures as well, including college participation and attainment.


The College Participation Rates indicator shows the total college enrollment rate, meaning the percentage of 18- to 24-year-olds enrolled in 2- or 4-year colleges and universities.

  • In 2016, the Hispanic average college enrollment rate was 36 percent. However, among Hispanic subgroups, the average college enrollment rate ranged from 27 percent for Honduran 18- to 24-year-olds to 64 percent for Chilean 18- to 24-year-olds. (See figure 1 below.)
  • In 2016, the Asian average college enrollment rate was 67 percent. However, among Asian subgroups, the average college enrollment rate ranged from 23 percent for Burmese 18- to 24-year-olds to 78 percent for Chinese 18- to 24-year-olds.


The Attainment of a Bachelor’s or Higher Degree indicator shows the percentage of adults (25 or older) who earned at least a bachelor’s degree.

  • In 2016, about 15 percent of Hispanic adults had earned a bachelor’s or higher degree. However, among Hispanic subgroups, the percentage ranged from 9 percent for Salvadoran and Guatemalan adults to 55 percent for Venezuelan adults.
  • In 2016, about 54 percent of Asian adults had earned a bachelor’s or higher degree. However, among Asian subgroups, the percentage ranged from 10 percent for Bhutanese adults to 74 percent for Asian Indian adults. (See figure 2 below.)


This report also presents information about Hispanic and Asian subgroups on topics including nativitychildren’s living arrangementschildren living in poverty, and high school status dropout rates.

Looking for more information about different racial/ethnic populations on topics spanning from early childcare and education arrangements to earnings and employment as an adult? Check out the full Status and Trends in the Education of Racial and Ethnic Groups 2018 report!

By Sidney Wilkinson-Flicker

[1] Learn more about the Public Use Microdata Sample of the American Community Survey.

[2] If the number of individuals in a subgroup is too small, the data may not be presented for privacy reasons. Additionally, a small sample size can mean that an apparent difference between two groups is not statistically significant.

6 Things to Know about the Education Freedom Scholarships

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

3 elementary aged students play games on iPads and use headphones.

This proposal would empower students and families to choose the best education setting for them – regardless of where they live, how much they make, and how they learn.

Here are 6 things you should know about Education Freedom Scholarships:

1.) This proposal would drive a historic voluntary investment in America’s students and our future.

2.) States could choose creative and unique approaches to giving students access to the right education for them.

3.) The proposal would most benefit our vulnerable students, who would finally have opportunities to pursue the best education for them in ways rich, powerful, and connected families always have.

4.) The scholarships are 100% privately funded by donations and do not take one cent from local public school students or public school teachers.

5.) Education Freedom Scholarships will empower states to expand families’ access to all education opportunities. That can include private schools, but states aren’t required to include any specific education setting.

6.) The proposal respects that each student is unique and deserves a personalized education experience. Scholarships can help students access a variety of opportunities, including career and technical education, apprenticeships, dual enrollment, special education services, advanced or elective courses not available in their assigned school buildings, transportation to out-of-zone education providers, among others.

To learn more, visit the Education Freedom Scholarships website.

How I Found My Passion Through CTE

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


It was during my freshman year of high school when I first realized that STEM was not the career pathway I wanted to pursue. While I understood the importance of a strong foundation in STEM fundamentals, my real passion was business.

My story starts my freshman year of high school in Pharr, a south Texas border town. I applied to a STEM school in my district which had a reputation for academic excellence. I was accepted, and my family was ecstatic. Being the youngest of six sisters in a family of humble migrant farm workers, I grew up in the fields, worked hard and believed in the opportunities a good education could bring.

I had been attending the STEM high school for a month when I began to question whether this was the right school for me. I started researching high school business programs in the area and found Southwest Marketing, a high school-based student-led marketing agency at PSJA Southwest Early College High School. The program piqued my interest as it enables students to provide marketing solutions and services to real-world customers in exchange for hands-on learning opportunities.

I transferred to PSJA Southwest ECHS and quickly realized that I would have the opportunity to be a business leader in my community with the aid of Southwest Marketing. When I first thought about a marketing program like this, I thought it would bring in business leaders to talk about their occupations and that would be my experience with “working with businesses”. But as I sat through my first class, my mind was blown. Not only was I learning about the fundamentals of business and marketing, I was able to apply them as a marketing consultant working with high level executives. When I became the president of the Southwest Marketing agency my junior year, we decided to take our efforts to the next level. We began collaborating with International multi-million-dollar corporations and serviced fourteen different clients.

Thanks to the Pharr-San Juan-Alamo Independent School District and PSJA Southwest ECHS, I now have the experience and skills to succeed as a business student at the University of Texas at Austin, McCombs School of Business, where I plan to attend in the fall. Most importantly, I discovered my passion for marketing and strategic communications.  People know Career and Technical Education by many different names, but for me it is “Southwest Marketing.”

Dioselina De La Cruz is a senior at PSJA Southwest Early College High School in the Pharr-San Juan-Alamo Independent School District and serves as the President of PSJA Southwest Marketing.

10 Fun Ways to Encourage Learning this Winter Break

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

With the holidays quickly approaching, winter break is a time of celebration and relaxation. While the time away from school provides a well-deserved break for your student(s), it also provides the opportunity for significant learning loss. Keeping your student(s) learning this holiday season can be fun and effortless while ensuring they return to school both revitalized and ready for a new year of learning.

Here are 10 fun ways to prevent learning loss this winter break:

1.) Giving your student gifts this holiday? Gift your student educational toys/games that will keep learning exciting and fun! Science experiments and scrapbooking kits are great ways to make learning fun and hands-on.

2.) Spending time with others during the break? Ask your friends/family members to bring books to read with your student during their visit.

3.) Is it too cold to play outside? Find free yoga and dancing videos online for your student to follow or dance as a family to encourage movement.

4.) Need an easy way for your student to exercise their knowledge? Have your student play educational video and computer games or watch an interesting historical movie.

5.) Are there free concerts or plays in your community this holiday season? Attend a production to expose your student to the arts.

6.) Feeling crafty? Complete a holiday craft for your student to engage their creative side and for the younger students to practice their motor skills.

7.) Are you traveling this break or staying local? Find and visit a museum or historical site to expose your student to new concepts. Don’t forget to ask about student and teacher discounts!

8.) Need an extra hand in the kitchen? Cook/bake a new recipe for your student to practice their math and measuring.

9.) Do you have family coming over? Include your student in engaging conversations that require them to answer open ended questions and practice their communication skills.

10.) Does your student love their teacher? Have them practice their writing skills by writing a holiday greetings card to their teacher or thank you notes to those they received gifts from.

Statement on the passing of former President George H.W. Bush

The White House Initiative on Educational Excellence for Hispanics mourns the loss of President George. H.W. Bush.  President Bush dedicated his life to public service and it is reflected in his decades-long dedication to our country.

On September 24, 1990, President Bush signed Executive Order 12729 which created the White House Initiative on Educational Excellence for Hispanics.  It was the first major initiative to make Hispanic education a national priority.  During the ceremony marking Hispanic Heritage Month in 1990, President Bush stated, “We must help education to help our Hispanic children be prepared to take their rightful place at the American table of opportunity.”  For nearly 30 years, the Initiative has worked to carry out President Bush’s vision.

Our thoughts and prayers are with the entire Bush family.

Identifying and Addressing Leaks in the STEM Education Pipeline

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

Photo of female student in a classroom smiling at the camera.Students need a strong foundation in STEM (science, technology, engineering and math, including computer science) education to be prepared for the careers and challenges of the 21st century and beyond. Algebra I is considered the “gatekeeper” course to advanced math and science, with early access and enrollment crucial for students’ future success in STEM. However, according to the U.S. Department of Education’s newly released “data story” , while 80% of public school students are able to take Algebra I early — in 8th grade — only 24% of students actually do so. This “leak” in the STEM pipeline can have long-term effects on students’ education and career opportunities.

A map of the United States on a black background, with the heading "% of 8th graders who took Algebra I in 8th grade by school district." The area represented by land are dark gray with school district borders in white. Very few of the districts are green, indicating 100% enrollment in 8th grade Algebra I.The data story, which leverages data from the 2015-16 Civil Rights Data Collection, finds that students’ access to Algebra I in 8th grade is inconsistent across the country. Access can be impacted by a number of factors, including the location of the school or the type of school a student attends. Further, the data show that not all students with access to Algebra I were enrolled in the course at the same rate. The Department recognizes that STEM education is a pathway to successful careers and is committed to ensuring equal access to a strong STEM education for all students.

On National STEM Day, the Department announced its response to this “leak” by surpassing President Trump’s directive to invest $200 million in high-quality STEM education. In total, the Department obligated $279 million in STEM discretionary grant funds in Fiscal Year 2018. “It’s important that all students have access to a high-quality STEM education,” U.S. Secretary of Education Betsy DeVos said. “These discretionary grant programs and this Administration’s increased focus on STEM will help ensure our nation’s students are exposed to STEM early in their lifelong education journeys and will have the tools needed for success in the 21st century economy.”

#RethinkSchool: Rethinking Education in the Wake of Devastation

For me, and for many, the Back-to-School season evokes nostalgia.  It is not unusual for adults and children alike to remember their first days of school as students.  As a former school teacher and principal, I recall the Back-to-School season as the most exciting time of year!  I am pleased that in my role as the Executive Director of the White House Initiative on Educational Excellence for Hispanics, the season continues to be full of the hope and promise of the opportunities that lie ahead.

In an effort to celebrate and commemorate this year’s return to schools, the White House Initiative on Educational Excellence for Hispanics (Initiative) visited Florida, Puerto Rico and the U.S. Virgin Islands as part of the larger U.S. Department of Education’s Rethink School Tour.  During the trip, we specifically set out to explore schools that were implementing innovation in areas including, but not limited to, STEM and workforce development with Hispanic student populations.  Over the course of 6 days I visited 5 elementary schools, 2 middle schools, 2 junior high schools, 6 high schools, 1 community college and 3 universities!  I learned a great deal, and am pleased to provide a glimpse into a number of my noteworthy experiences.

Aimee Viana visits with a student at St. Brendan High School in Miami, Florida.

In Miami, Florida, I visited a charter school, a traditional public school and a faith-based school. Each demonstrated areas in which innovation was occurring in education. For instance, at Doral Academy of Technology, school Principal Mr. Carlos Ferralls highlighted the collaboration between their high school and middle school in STEM, which had resulted in improved academic performance. I visited with students in two robotics classrooms, and saw the projects created by “future cities engineering” students, as well.  At Southwest Miami High School, school Principal Dr. Carlos Rios showcased the school’s Academy of Finance, a banking and finance program which includes a student-run credit union. At the school, I was also fortunate to visit the Florida International University (FIU) Teach program, a secondary STEM teacher preparation initiative that is a dual enrollment partnership between FIU and Miami-Dade County Public schools. At St. Brendan High School, I met the school’s principal, Dr. José Rodelgo-Bueno, and learned how the school empowers both teachers and students through innovative learning in their STEM, Medical Sciences, Law and International Business and Performing Arts Academies. During this visit, I also met with the Archdiocese of Miami Catholic Schools Office team, which included Superintendent Dr. Kim Pryzblyski, and held a roundtable discussion on the impact of innovative learning with STEM and Medical Science Academy student representatives, as well as school administrators and faculty.

At Miami Dade College and Florida International University (FIU), officials shared their latest initiatives in STEM, apprenticeships and other work-based learning opportunities.  Upon meeting with President of Miami Dade College Dr. Eduardo Padrón and members of the administration and faculty, I gained a glimpse into their MDCWorks initiative, a next-generation career center focused on career and technical education, as well as on facilitating internships and professional development opportunities.  Through MDCWorks, additional access will be provided for students to engage in career-ready apprenticeships.

My visit to FIU had numerous highlights.  Accompanied by Dr. Elizabeth Bejar, Senior Vice President for Academic and Student Affairs, I met with students, staff and faculty members and toured many of FIU’s innovative initiatives, including the STEM Transformation Institute, Tech Station, Mastery Math Lab, learned about their new Law Enforcement Apprenticeship Program and visited the Florida Power and Light Call Center, an apprenticeship partnership between FIU and Florida Power and Light Company.  Following a conversation with President of FIU Dr. Mark Rosenberg and additional senior staff and faculty, the Initiative participated in a regional convening on apprenticeships – featuring representatives from FIU, Miami Dade County Public Schools and local business leaders – where we discussed the importance of collaborative relationships between public and private sectors in creating an apprenticeship and work-based experiences pipeline in their local community. The visit to FIU concluded with a roundtable dialogue with aspiring Latina educators, who are in preparation to be STEM teachers through the FIUteach program.

Aimee Viana visits with a student at University Gardens High School in Puerto Rico.

I then traveled to Puerto Rico to visit schools in San Juan and Bayamón. In conjunction with the Department of Education of Puerto Rico, Puerto Rico Secretary of Education Dr. Julia Keleher and I visited various schools with a focus on STEM and innovation. At University Gardens High School, school Principal Denise Valderama and students were eager to share their work in astrophysics, robotics and engineering. In addition, I visited the Design Thinking program at Escuela Francisco Manrique Cabrera in Bayamón and learned more about how teachers are being empowered and trained to reshape their school environment. Led by school Principal Mrs. Rebeca Fuentes Rivera, this school is collaborating with Design Tech High School in Redwood City, CA in an exchange program, where they send teachers and students to learn more about innovative approaches to education.

While in Puerto Rico, I also had the opportunity to meet with the new president of the University of Puerto Rico, Dr. Jorge Haddock, and interim Vice President Dr. Ubaldo Córdova-Figueroa.  During this meeting, I learned about the E-ship Network being developed at the University of Puerto Rico, Mayagüez campus, the goal of which is to expose students to entrepreneurship and innovation.  I also met with senior leadership and faculty members at the University of Puerto Rico, Rio Piedras campus and learned about the latest initiatives being offered for both traditional students and adult learners. Despite the impact of Hurricane Maria, I was amazed by the resiliency, adaptability and determination of the students and educators in Puerto Rico.

My Rethink School tour concluded by visiting the U.S. Virgin Islands. In coordination with the Department of Education of the U.S. Virgin Islands, I visited schools on St. Croix and St. Thomas.  During this visit, I was able to learn how the schools were managing the recovery from the damage sustained by two hurricanes last year, as both Hurricanes Irma and Maria had devastating effects on the islands.

Aimee Viana visits with preschool students at the Granny Preschool program, a pilot preschool initiative for 4 year olds in the US Virgin Islands.

In St. Croix, I was accompanied by Insular Superintendent Ms. Colleen Williams and learned more about how the schools serve Hispanic students and support the needs of English learners.  Together, we visited Alfredo Andrews Elementary School, Claude O. Markoe Elementary School and Pearl B. Larsen Elementary School.  I also had the opportunity to visit the sites of their pilot preschool initiative, Granny Pre-school Program for 4 year olds, and learned about how this new program serves their youngest students and their families.  I also had the opportunity to visit John H. Woodson Jr. High School and learn about ways in which they support English learners and motivate their students through participation in the AVID program.

In St. Thomas, accompanied by Insular Superintendent Dionne Wells-Hedrington, I visited Joseph Sibilly Elementary School, and learned more about how teachers and students are utilizing the iReady Program to determine individual student progress and monitor improvement.  I also had the opportunity to witness how school campuses were being created from the ground up through modular classrooms and other temporary structures at the Charlotte Amalie High School campus for Addelita Cancryn Junior High School and Lockhart Elementary School.  The effort to adapt and innovate in order to provide students with a safe learning environment while recovering from the devastating effects of last year’s storms was noteworthy. For instance, officials discussed how teachers played a role in designing their modular classrooms to best meet their needs.

The final stop of the Back-to-School Tour was the University of the Virgin Islands, St. Thomas Campus.  There, I had the opportunity to meet with Vice President for Business Development and Innovation Dr. Haldone Davies and other administrators and faculty.  While Hurricanes Irma and Maria caused widespread damage on the U. S. Virgin Islands, I was impressed by their commitment to innovate and utilize their rebuilding efforts to rethink the ways in which the university supports its students and impacts its local economy.

Despite the extensive recovery process, I was impressed by the tenacity and perseverance of administrators and teachers as they worked tirelessly to get schools ready for teaching and learning.  While they have much work to do in recovery, they have seen an opportunity to innovate as they rebuild and the Initiative looks forward to see their continual progress.

Our Back-to-School tour allowed us to highlight ways in which schools are rethinking their approaches to serving and supporting students.  At each of the site visits, I was pleased to see that teachers and students were provided with opportunities that recognize their promise, potential and hope to succeed.  I witnessed first-hand innovation and commitment by schools to ignite love of learning through education within a variety of school options, from pre-school through postsecondary education.  I look forward to seeing the continual progress of these inventive programs and initiatives as they work to ensure pathways to prosperity are open and accessible for Hispanic students – and all students.

Aimee Viana is the Executive Director of the White House Initiative on Educational Excellence for Hispanics at the U.S. Department of Education.

Betsy’s Blog – What America Can Learn from Switzerland’s Apprenticeships

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

There’s a lot we as Americans can learn from other countries and how they set their students up for successful lives and careers. That’s why as part of my first trip abroad as Secretary I chose to visit Switzerland and witness their innovative approach to apprenticeships. There this sort of educational opportunity is not only the norm, it is highly coveted by students!

A photo of a student in an apprenticeship program describing his work to Education Secretary Betsy DeVos. They are standing next to a table with equipment, including robotic elements. Other students are working in the background.

In Switzerland, the education sector partners closely with businesses to provide apprenticeships for students in a variety of professions. Two-thirds of current Swiss students pursue their education through one of the 250 types of government-recognized apprenticeships. Meanwhile, only 17 percent of U.S. students have worked in an internship or apprenticeship related to their career goals.

A picture of Education Secretary Betsy DeVos listening to a high school student demonstrating her program. They are standing in a room with a large piece of machinery connected to a control panel.Swiss apprenticeships include programs for welders and carpenters, like they do in the U.S., but Swiss students can also apprentice in the healthcare, finance and law fields as well. In fact, CEOs of multiple major Swiss companies began their careers as apprentices. That’s not commonplace in America, but perhaps it should be!

Such a robust culture of technical education demonstrates three key things. First, that young people can be productive members of the workforce. Second, that businesses should take an active role in cultivating the next generation of talent. And third, that hands-on learning should not be seen as a last resort for those who struggle in a traditional classroom setting.  All students benefit when they have the chance to apply what they are learning in school to solve problems and accomplish practical applications in the workplace.

There are a multitude of paths a student can pursue in higher education, and each should be seen as valid. If a path is the right fit for the student, then it’s the right education. No stigma should stand in the way of a student’s journey to success.

That’s why President Trump directed his Administration to find ways to expand apprenticeships back here at home. We joined with leaders from business, labor and education with the charge to expand the number of options to “earn and learn”, and to encourage the private sector and higher education to advance this important opportunity for our nation’s economic future. We made a number of concrete, common-sense recommendations, which you can learn more about here.

It’s true that education in the United States isn’t exactly the same as it is in Switzerland, and that U.S. companies don’t have the same experience in delivering apprenticeships as Swiss companies. But there’s still much that we can learn from the Swiss model. It’s our hope that Swiss companies operating in the U.S. will help lead the way by setting the best examples for other U.S. businesses to participate in apprenticeships. The many opportunities apprenticeships afford students are worth highlighting and expanding, and we’ll continue to do so.

Betsy DeVos is the U.S. Secretary of Education. 

Continue the conversation on Facebook or Twitter.



Moving Away From Home for College — Some Advice


I am from a small community in northern California. My parents are older than most of my friends’ parents and neither of them speaks English. For many years I acted as their eyes, ears, and feet, translating for them at doctor appointments, the pharmacy, school, etc. As soon as I turned 16, I learned how to drive so I could take my mother, who does not know how to drive, wherever she needed to go, whether it was to appointments, the grocery store, and/or work.

When it came time to attend college, I decided to take a huge risk and move down to southern California to pursue a degree in mechanical engineering at California State University, Long Beach (CSULB). I had no relatives in southern California, so my parents were not too excited about me living seven hours away, by myself. Moving to Long Beach also meant I had to move out of my home, and although my parents would have liked to support me, I knew that was an expense they could not assume. I applied for many scholarships, and fortunately received enough to make the move to CSULB. It was not an easy decision, but it was the best decision I could have ever made.

Being in Long Beach was not always easy, and I felt very lonely at times. More than once I found myself questioning if the degree was worth being so far away from my family. During those hard times, I had to remind myself why I was at school and who I was doing this for. By receiving a good education, I was not only following my dreams and opening doors to many opportunities for myself, but I was also carrying the dreams of my family and an entire generation. I would think about how hard my father worked in the fields every day, and how all my educational accomplishments always brought a smile to his face. I liked to think I was paying my father back for all of his hard work by pursuing my higher education goals. Every time I thought that I couldn’t do it anymore, I thought of all the hard work I had already done to be here, and that motivated me to continue persevering.

Not every day was hard, though. During my first year at CSULB, I joined many organizations. My colleagues at the Beach Engineering Student Success Team (BESST), College Assistance Migrant Program (CAMP), and the Experimental Sounding Rocket Association (ESRA) became my family away from home. From these organizations, I found new friends and studying partners that helped me have a successful first year of college. Thanks to one of these organizations, CAMP, I was selected for this internship with the Department of Education in Washington, D.C. I am also extremely thankful for BESST, and all of the doors it has opened for me. By providing me with a student mentor and allowing me to mentor high school girls interested in STEM, BESST assisted me with tutoring and introduced me to a group of people that I share a common interest with.

With my degree, I want to be an astronaut. This career path is why I chose mechanical engineering for my major, and I hope to continue on this track after I graduate. One of the top goals of space exploration is visiting Mars, and I want to help achieve this goal. Reaching Mars is not only my dream, but the dream of my generation. I am not doing this for myself, but for everyone. We all have a calling, and I believe exploring space is mine.

If I could give any high school senior advice, it would be to take the risk. It will hard to be away from home, but it will be worth it in the end. It allowed me to give my undivided attention to my academics and forced me to interact with my peers, who then became my community.

Rebeca Saray Griego is a college sophomore at California State University, Long Beach. She was a 2017 summer intern with the White House Initiative on Educational Excellence for Hispanics.


Student Teaching Paved the Way for Life in the Classroom

Prior to my final semester in high school, I felt conflicted about the idea of teaching. My whole life I watched my mother teach countless students in low-income populations, where she had both positive and negative experiences. Growing up, I wanted to do anything except teach; it was at the bottom of my list of career choices. It wasn’t until my senior year of high school, when I volunteered in my mother’s classroom, that I found the joy in teaching. I felt as though this was something I was called to do; I felt like I found my fit.

Throughout college, I had observed, volunteered, interned, and taught mini-lessons at various low- and high-income classrooms around Austin, Texas. I learned from teachers with different styles of teaching, all with their own unique teaching philosophy embedded in their work. All of these experiences led me to and prepared me for my semester-long student teaching adventure during the spring of my senior year, an adventure that left me with unforgettable memories.

As a student teacher, I worked in a classroom, full-time, with the guidance of a seasoned mentor teacher. Even with training, I was extremely nervous for my first time teaching daily lessons. “What if I’m terrible at teaching? What if the kids hate me? What if my mentor teacher hates me? What if I hate teaching?”

My nerves were eased when I started my semester in a lovely, well-behaved, first-grade classroom in a middle-class suburban school in Austin. My mentor teacher was patient, kind, smart, and experienced. She answered all of my questions and entrusted me with the freedom to discover my own teaching style. The reality of teaching didn’t seem so scary anymore, as I became more confident with the help of my mentor and my faculty advisor.

I was fortunate to have been placed in a school that encouraged hands-on learning, had resources available for every student, and had an active parent community, but I was constantly reminded that not every school was like this. Hearing from my classmates and reflecting on past experiences in other schools, I became aware of how many differences exist in the resources, and economic and human capital levels of schools in Austin. I knew that if I wanted to teach after I graduated, I would need the skills I learned while student teaching to succeed in any school environment.

I fell in love with teaching during those four months of student teaching; specifically, the idea of running my classroom and helping students from all backgrounds. As the semester progressed, I started discussing career options with my mentor, professors, career services staff, friends, and most importantly my parents. By the end of the semester, I was excited about teaching a variety of students and knew this was the right move for me. In my heart, I knew I was ready to become a full-time teacher, because of the valuable lessons I learned while student teaching. The support system I had created during my time as an undergraduate guided me toward life after graduation. This experience of student teaching and my community at school made me see that I wanted to teach before I did anything else. I was young and passionate, and student teaching showed me where in the community I was needed.

Following student teaching, I was fortunate to find a teaching position in a low-income area in Austin. Although it was a difficult teaching 90 fourth-graders every day, I remembered the hard lessons I learned in student teaching, and what my mentor teacher, faculty advisor, and mother would say to me. I soon realized that the support system I found during my time in college was still there when I became a full-time teacher. These people were still able to answer my endless questions and advise me during those hard moments. Thinking back on my undergraduate career and journey to becoming a teacher, my time as a student teacher was one of the most important moments for me. Student teaching allowed me to explore my future career and make connections that last to this day.

Bernadette Labrado is a graduate student at the University of Texas at Austin. She was a summer 2017 intern at the White House Initiative on Educational Excellence for Hispanics.