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Strengthening FAO Outreach to our
Hispanic Families
November 8, 2007
MASFAA Conference
Ermelinda Carvajal, Sallie Mae
Elizabeth Pabón, Bunker Hill Community College
Carmen Pineda, HOPE, Inc.
Hispanic Outreach:
How to effectively deliver the message
Ermelinda Carvajal
Director of Hispanic Initiatives
Sallie Mae
Why Are We Concerned?
• Shifts in the American and global economy
means that those that lack a college
education will find their opportunities of
economic mobility severely restricted.
“Our service-based economy requires a level of
knowledge and skill that, for the most part can
be gained only through programs offered at
colleges and universities.”
Source: Council for Aid to Education. Breaking the Social Contract: The Fiscal Crisis in Higher Education.
Why Are We Concerned?
• Because the country’s economic strength is inextricably
tied to the level of education of it’s citizens, American
high schools must significantly increase the percentage
of minority students who receive a degree or risk weaken
the nations economic condition.
• If the United States education system would increase its
rate of minority high school graduates to match that of
Whites nationally, the resulting increase in personal
income would add 310 billion to the U.S. economy.*
*Source: HispanicBusiness.com, Oct 17, 2006.
Top 10 States and Latino Population
% of US
State
State Population Latino Population Latino Pop.
California
32,666,550
10,112,986
28.6%
Texas
19,759,614
5,862,835
16.6%
New York
18,175,301
2,624,928
7.4%
Florida
14,915,980
2,243,441
6.4%
Illinois
12,045,326
1,224,309
3.5%
New Jersey
8,115,011
1,004,011
2.8%
Arizona
4,668,631
1,033,822
2.9%
New Mexico
1,736,931
700,289
2.0%
Colorado
3,970,971
577,516
1.6%
Massachusetts
6,147,132
377,016
1.1%
Total Latino:
122,201,447
35,300,000
Source: TRPI analysis of US Census 2000.
Cum %
28.6%
45.3%
52.7%
59.0%
62.5%
65.4%
68.3%
70.3%
71.9%
73.0%
Massachusetts Population (2006 estimate): 6,437,193
Persons of Hispanic or Latino origin, percent (2005): 7.9% (510,482)
Franklin County
Population (2006): 1,469,715
Hispanic Population (2005): 2.3%
Middlesex County
Population (2006):
1,467,016
Hispanic Population
(2005): 5.1%
Essex County
Population (2006): 735,958
Hispanic Population (2005): 14.2%
Suffolk County
Population (2006): 687,610
Hispanic Population (2005): 17.6%
Hampshire County
Population (2006): 153,471
Hispanic Population (2005): 3.7%
Worcester County
Population (2006): 784,992
Hispanic Population (2005): 7.8%
Norfolk County
Population (2006): 654,753
Hispanic Population (2005): 2.4%
Plymouth County
Population (2006): 493,623
Hispanic Population (2005): 2.7%
Hampden County
Population (2006): 460,520
Hispanic Population (2005): 17.6%
Berkshire County
Population (2006): 1,469,715
Hispanic Population (2005): 2.3%
Bristol County
Population (2006): 545,379
Hispanic Population (2005): 4.7%
Source: US Census Bureau Quick Facts for Massachusetts.
Nantucket County
Population (2006): 10,240
Hispanic Population (2005): 4.4%
Latino Students in Higher Education
Majority are:
•First-generation
•Enroll part-time
•Attend community colleges
•Commute to college (live off campus)
•Enroll at colleges close to where live
•Work (off-campus) while enrolled in college
•Do not complete college in the traditional path
(enroll right after high school and complete degree in four years)
Prepared by Deborah Santiago, VP for Policy and Research, Excelencia in Education
Hispanics represent 10% of all college students;
they are over- represented in community colleges and
under-represented in colleges & universities.
Community Colleges
Colleges & Universities
7%
7%
6%
14%
12%
12%
67%
75%
White
Black
Hispanic
Asian/PI
White
Black
Source: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2002.
Hispanic
Asian/PI
Agreement on Importance of College Degree in Latino Population
% Very Important
94%
84%
67%
Latino
Parents
All Parents
(Harris Poll)
65%
Latino
Young
Adults
All Young Adults
(Harris Poll)
Impact of Early Financial Aid Information
College achievers: Getting financial aid
information in K-12 was very important to
decision to attend college
70%
69%
14%
16%
8%
Parents
Young
Adults
Very
Important
Parents
Young
Adults
Somewhat
Important
Parents
11%
Young
Adults
Somewhat
Unimportant
7%
4%
Parents Young
Adults
Not At All
Important
1%
1%
Parents
Young
Adults
Don’t Know
Preference of Language
Approximately 20% of parents and young adults
preferred financial aid information in both languages
54%
53%
27%
18%
Latino Parents
Prefer English
Latino Parents
Prefer Spanish
Latino Young
Adults Prefer
English
Latino Young
Adults Prefer
Spanish
Where Latino Families Currently Get Financial Aid
Information
Parents
Young Adults
School teachers/counselors: 44%
School teachers/counselors: 67%
Colleges/FAAs:
Colleges/FAAs:
21%
15%
Family/Children:
7%
Parents/Family:
9%
Friends/Neighbors:
7%
Friends/Neighbors:
5%
Internet:
6%
Community Programs:
4%
Media:
8%
Media:
3%
Community Programs:
4%
Internet:
1%
Other:
9%
Other:
3%
Where Latino Families Would Like to Get Financial Aid
Information
Parents
Young Adults
School teachers/counselors: 27%
Colleges/FAAs:
Colleges/FAAs:
24%
School teachers/counselors: 23%
Internet:
10%
Internet:
25%
15%
Media:
6%
Parents/Family:
7%
Government:
2%
Friends/Neighbors:
3%
Family/Children:
3%
Media:
5%
Community Programs:
3%
Community Programs:
2%
Friends/Neighbors:
2%
What Are Our Next Steps?
•
In order to reach our Hispanic students, we must go into the
community.
•
We must provide information that delivers the message “College is
possible”. Additionally, this message must be delivered bilingually.
•
Because Hispanics are the largest growing group of high school
graduates, we must have a strategy to recruit and retain Hispanic
students on our campuses.
•
In today’s era of technology, we all rely on the Internet for
information so we must provide this same bilingual information to
our Hispanic students online.
Hispanics and Technology
• Hispanic students are online.
• 55% of the Hispanic population (approx. 16 million
people) are online.*
• 77% have access to broadband.*
• 68% of Hispanic who go online consider the Internet to
be the best source for making final brand decisions.*
• While mostly or partially acculturated Hispanics tend to
prefer online content in English, 40 % found Spanish
content appealing.**
*Source: AOL Latino 2006 Hispanic Cyberstudy.
** Source: Wentz, Laurel, Online Hispanic Audience is Predominately Bilingual, 9/2006.
Hispanics and Technology cont’d.
•
Hispanic student more so, than White students have embraced many types
of e-communications:
– 57% of Hispanic students compared to 48% of White students stated they would
participate in an online chat on a college website.
– 54% of Hispanic students also stated they would download a video podcast from
a college website compared to 44% of White students.
– Whites students showed a higher rate of cell phone ownership (71% vs 60%)
However, Hispanic students were more open to taking calls from college
representatives (66% vs 60%). Hispanic students were also more willing to
receive text messages (61% vs 46%).
– Hispanic students and White students had very similar responses to activities
they would like to do on college websites. Most commonly mentioned were
completing financial aid estimators, using a tuition cost calculator, and
completing an application.
Source: Noel-Levitz, Inc, E-Expectations Class of 2007 Report: Hispanic Students and the Web.
Hispanics and Technology cont’d.
•
Recommendations for strategies for e-communications with Hispanic
students:
– Guide Hispanic students through the admissions process online
• With half of college-bound Hispanic high school students researching and completing
forms on their own, the more guidance a college can provide the more likely these
students will apply for college
– Reach out to the families of Hispanic students
• Since 95% of Latino parents expect their children to go to college, communicating with
the parents can have a direct influence on Hispanic student enrollment
– Consider bilingual communications
• As 40% of Hispanics appreciate having materials available in Spanish and English,
consider Spanish content on your website especially for admissions and financial aid
– Put new technologies to work in Hispanic recruitment
• Considering their willingness to use media such as text messaging and podcast,
consider using these technologies which can provide a cost effective personal touch.
These are also ideal for bilingual communication. Spanish podcasts are ideal for
students to share with their family
Source: Noel-Levitz 2006 E-expectations Class of 2007 Report: Hispanic Students and the Web.
Why We Need Strategies for Increasing Hispanic Enrollment
•Between 2001/02 and 2013/14, the number of Hispanic
high school students is expected to increase by 73%*
•By 2014 Hispanic students will account for 47% of all high
school minority students*
Source: Minaya,Guido A, Hispanic Fund Recruiting and Retaining the Fastest Growing Student Market Segment (Presentation at the National Conference on
Student recruitment marketing and retention in Denver Colorado, July 2006.)
Enrollment Trends in MA Public Schools Over the Last 10 Years
Public School Enrollment
Race
1997
2007
935,623
968,661
#
%
#
%
African American
78,181
8.4
79,365
8.2
Asian
37,212
4.0
46,147
4.8
Hispanic
89,437
9.6
128,993
13.3
Native American
1,950
0.2
2,736
0.3
728,843
77.9
692,955
71.5
Native Hawaiian/Pacific Islander
n/a
n/a
2,130
0.2
Multi-Race, Non-ispanic
n/a
n/a
16,335
1.7
White
Source: Massachusetts Department of Education State Profile, http://profiles.doe.mass.edu/state.asp.
Effective Strategies
1. Increase the number of Hispanic organizations on
campus
– Hispanic students need and want to feel like they belong on your
campus. If during a college visit to a campus, they are
befriended by another Hispanic student – someone they can
identify with and see themselves in – they are more likely to
attend your institution.
– This also acknowledges respect for their culture.
– Texas Southern University (an HBCU) has started five Hispanic
organizations including Hispanic sororities and fraternities in an
effort to increase the number of Hispanics enrolled at their
campus.
Effective Strategies cont’d.
2. Increase the number of Hispanic faculty members on
staff
– Hispanic students need and want to identify with Hispanic faculty
role models. These role models act as mentors and guides
molding the future of these leaders.
– There are many challenges for institutions wanting to recruit
Hispanic faculty members. The most prevalent being the low
number of Hispanics who attend graduate school and receive
graduate level degrees. These Hispanics are hard to find;
however, they are a vital element to the overall educational
experience of Hispanic and non-Hispanic students.
Effective Strategies cont’d.
3. Increase outreach efforts to the local Hispanic
community
• It is important to identify community-based organizations
that are currently serving the Hispanic population that
your institution wants to recruit.
•
Examples:
– College ambassadors
– Faculty mentors
– Once students are admitted, develop an outreach program that
motivates these students to want to attend your institution.
•
Examples:
– Student ambassadors
– Alumni
4. Develop a targeted scholarship program
– Avoid race as a criteria, instead use socio-economic criteria.
Strategies That Work: The Texas A&M Success Story
•
•
In 1995, Texas A&M enrolled its largest number of Hispanic freshmen with
895 Hispanics representing 15% of the total entering student body.
The following year, the Texas courts ruled that race could no longer be used
as a factor in public college admissions. The number of Hispanic freshmen
plummeted.
1.
Increasing the number of Hispanic organizations on campus
–
–
2.
Texas A&M involved their Hispanic organizations in their recruiting efforts. Groups such as
the Society of Hispanic Professional Engineers (SHPE) began to take an active role during
campus visits.
By having organization members act as mentors, they created a warm atmosphere that
encouraged potential Hispanic students to attend Texas A&M.
Increasing the number of Hispanic faculty members on staff
–
–
Texas A&M quickly implemented their Hispanic outreach network. Their strategies included
increasing Hispanic faculty. In the fall of 2005, Texas A&M had 80 tenured or tenure-tracked
faculty members on staff compared to 1,260 white faculty members.
Through the formation of the Mexican American and U.S. Latino Research Center
(MALRC), Texas A&M faculty are able to conduct research on issues that particularly
impact on the quality of life of Latinos in Texas and the U.S. Through MALRC, Texas A&M
has effectively been able to recruit more Hispanic faculty members to their campus.
Strategies That Work: The Texas A&M Success Story cont’d.
3. Increasing outreach efforts to the Hispanic community
–
–
–
–
Through the creation of Ambassadors for A&M, network members
contact Hispanic students once they are admitted to A&M.
Ambassadors for A&M also work with Hispanic area high school
students to apply to A&M. They encourage them to enroll in Texas
A&M because they went there and had a good learning experience.
They also highlight what they have done with their degrees.
Regional Financial Aid Advisors in the Brazos Valley, San Antonio,
Dallas, Houston, Corpus Christi, and Rio Grande Valley.
Increase opportunities to inform and assist students and parents with
educational financing options.
4. Develop a targeted scholarship program
–
Over 12 million dollars (named Regents Scholarships) were invested to
target low-socio economic students and first-generation college
students. The income criteria was $40K or less and first-generation
students would qualify. Even without using race as criteria, over 70%
scholarships went to minorities.
Strategies That Work: The Texas A&M Success Story cont’d.
• Texas A&M’s efforts paid off:
– When admissions records were finalized for the fall of
2005, they found that 1,002 Hispanics had enrolled
as new freshmen making up 14.3% of the class of
’09.
– It was the first time in history that Texas A&M
enrolled more than 1,000 Hispanic freshmen.
Source: Bounds Socol, Kara. “The Hispanic Presence at Texas A&M” from the Texas Aggie magazine.
Organizations That Help Deliver the Message
• Hispanic Scholarship Fund (HSF)
– Town Hall Meetings - Bilingual, multi-media sessions where
students and families gain inspiration and information about the
value and affordability of a college education; 2 hour events
covering college preparation and financial aid.
– Steps for Success Saturdays (S4S) - A full day of hands-on
specialized instruction offering a range of college preparation
workshops for high school students and their parents.
– Parental Engagement Programs - Studies show that parental
enrollment is key to keeping Hispanic students on track. The goal of
this program is to create a positive systemic change for Hispanic
students and parents in the school system. The program seeks to
increase communication between parents and teachers to increase
the information flow between these two groups resulting in greater
student success.
Organizations That Help Deliver the Message cont’d.
• Engaging Latino Communities for Education (ENLACE)
– Composed of 13 program sites in seven states dispersed across the country.
Programs serve students from different Latino backgrounds.
– ENLACE programmatic components:
• Changing Educational Institutions - Engaging educational institutions at
all levels of the P-20 continuum to be more responsive to needs of
underserved students. For example, in Albuquerque, New Mexico, Chicano
studies has been added to high school curriculum.
• Strengthening Supports for Students - Linking schools, parents and
community members through mentoring tutoring and leadership
development to support student achievement in rigorous college preparatory
curriculum. For example, UT Brownsville science students are conducting
tutoring and experiment sessions with Boys and Girls Clubs, public housing
sites and community centers.
• Creating a Seamless Pathway to College - Working to align and increase
rigor in curricula and standards to allow a direct pathway along a P-20 model
For example, Saber y Hacer-Southern New Mexico helps sixth graders
demystify the college experience.
Organizations That Help Deliver the Message cont’d.
• The Sallie Mae Fund
– The Paying for College Bus Tour - Since 2004, this bus tour has
conducted more than 500 bilingual workshops in 33 states. The mission
of the tour is to educate Hispanic families about paying for college.
Partners include:
•
•
•
•
•
•
National Council for Community and Education Partnerships
National Association for College Admission Counseling
MTr3s - MTV’s newest addition focusing on young Latinos
Congressional Hispanic Caucus Institute
Hispanic Scholarship Fund
Many other community-based organizations
– Kids2College (K2C) - Helps sixth graders demystify the college
experience.
•
•
•
•
•
•
•
California
Connecticut
Florida
Massachusetts
North Carolina
Texas
Washington, DC
Organizations That Help Deliver the Message cont’d.
• Mexican American Legal Defense and Educational Fund
(MALDEF)
– Parent School Partnership Program
• Offers parents an extensive course providing them with the knowledge and
tools necessary to advocate for quality education for their children
• Hispanic College Fund (HCF) Hispanic Youth Symposia
– The Hispanic Youth Symposia are the nation’s only programs that
combine college counseling, mentorship, career advice in a three-day,
two-night, on-campus setting, where participants live in dorms, eat in
dining halls, and experience the college lifestyle.
•
•
•
•
Bay Area, CA
Greater Washington DC Area
Baltimore, MD
Fresno, CA
Contact Information
Ermelinda Carvajal
Director of Hispanic Initiatives
Sallie Mae
703-984-5127 Office
[email protected]
The Pathway Technology
Campus: A Road to Self
Sufficiency
A Partnership Between
Bunker Hill Community College
and
Villa Victoria
2003- Present
ABOUT BUNKER HILL
COMMUNITY COLLEGE
•
Multi-campus urban institution located in Charlestown and
Chelsea
• five satellites located in South End, Revere, Cambridge, East
Boston, Somerville
•
•
•
•
•
•
Founded in 1973 as part of the Commonwealth of
Massachusetts Community College System
Serves 8,500 day, evening, weekend, web-based and distance
learning credit and non-credit students
More than 65 Associate Degree and Certificate Programs
Students of color comprise more than 60% of the student
population (15% Latino and growing).
International students from more than 93 countries, speaking
more than 75 different languages.
Average age of students is 28, 60% are women and the majority
of all students work while attending
BHCC Latino-specific outreach
• Information tables at local college fairs
• Campus in Chelsea
• College Goal Sunday
• Last Sunday in January
¾ BHCC Staff conduct FAFSA info sessions and
presentations @ Hispanic organizations
• Table at Latino Career Expo
• Pathway Technology Campus partnership
with IBA (Inquilinos Boricuas En Acción)
ABOUT INQUILINOS BORICUAS
EN ACCION (IBA)
• Villa Victoria, a predominately Puerto Rican
community that was threatened by urban renewal,
established IBA in 1968.
• IBA is a non-profit community-building agency
dedicated to increasing the social and economic
power of individuals and families of Villa Victoria
through education, economic development,
technology and arts programming
• Recognized as a national model for “new urbanism,”
IBA builds community power by empowering families
with the tools and supports necessary for selfrealization and economic well being.
PATHWAY TECHNOLOGY
CAMPUS (PTC)
• In 2002, IBA approached BHCC about the possibility
of establishing a college campus for residents of the
Villa Victoria and surrounding low-income
neighborhoods and high schools to demystify the
college process
• Established Fall 2003 through a Fund for the
Improvement of Post-Secondary Education, U.S.
Dept of Education (FIPSE) grant
• To support the educational needs of low-income residents,
predominately Latino of Villa Victoria, Castle Square,
Cathedral and Tent City, as well as students from
neighboring schools Cathedral High School and El Centro
Del Cardenal through case management, on-site courses
and online resources
• Provides a pathway to a college education no matter
where that journey begins
Rationale for creating &
continuing the Partnership
• Easy access for community residents to:
• educational opportunities through classes held onsite,
videoconferencing and online courses, academic support
and case management
• Learn new job skills, improve or upgrade existing
skills/jobs
• Prepare for employment or a career change
• Receive individualized attention to understand and
complete FAFSA and Admissions applications
• Learn or improve English, Math and computer skills
• Work toward a college degree either on-site or on-line
• Access on-line support services
Courses & Services at PTC
• GED program (night
course)– enroll anytime
• 16 week Certified
Nurse’s Aide (CNA)
program with internship
• Culinary Arts
(ServSafe) certificate
program
• Basic college courses in
Math, Reading, English,
ESL, Psychology, and
Computers
• academic advising &
case management
• preparation of individual
educational plans
• college placement test
(CPT) online
• financial aid (FAFSA)
online assistance
• access to computers in
our classroom
• tutoring
Outreach Strategies
• Flyers and information distributed regularly
•
•
•
•
•
•
•
•
•
Door-to-Door
Community announcement boards
Businesses in the community
On windshields of South End resident vehicles
Table set-up at and attending community events
Neighborhood Network meetings
Email list serves
Newsletters
Newspapers
Information Sessions
• April, July, October, November
• Presentation by PTC Staff with Q&A
• BHCC and IBA Staff
• Folders with Information
• Step by Step of the college entrance process
and even through graduation
• IBA & BHCC services
• PTC services including Child Care
• College Placement Testing on-site
• Usually takes 1 to 2 hours
• Set up follow up meeting w/ Case Manager
Case Manager
• Bilingual, Employed by IBA
• Informs students of free services available at
IBA and BHCC
• Assists students with developing an
individualized educational plan
• Includes career goals and steps
• Assists with FAFSA application online
• Assists with Admissions application
• Not to just BHCC
Case Manager, cont.
• Assists with barriers students may be
facing
• Assists students with finding
employment
• Checks in with students on a regular
basis
• Developing a pipeline for students into
the workforce
Project Manager
• Bilingual, Employee of BHCC
• Manage all program components & PTC
staff
• Case Manager/Academic Coordinator (IBA)
• Administrative Assistant (student) (IBA)
• Work closely with BHCC Deans
• Course offerings
¾Faculty
• Serve as Liaison of IBA to BHCC and
vice versa
Project Manager
• Works closely with one or more Staff
in BHCC departments (very key)
• Student issues
• Policy & Procedures
¾Financial Aid
¾Registration & Admissions
¾Payment office
¾Early Alert program
¾Student Activities & Student Services
• Manage PTC “scholarship” process
• Tuition waiver for 2 courses
Challenges
• BHCC Staff & Faculty not well informed about PTC
partnership
• Courses at BHCC not offered in Spanish & other
languages besides English
• Limited to serving partnership established areas
• Classroom space
• BHCC and IBA have different bureaucratic styles
• Student Skill Levels and interests vary
• New Course/Program Development
• Student’s belief in their own abilities
• Use of Technology
• Retention
Points to remember
• Staff directly serving students need on-going
Professional Development training
• Staff need to have lots of patience &
understanding
• Staff must truly understand the barriers Latino
populations are facing here in the US
• Institutions of Higher Education are open to
ideas on how to better serve Latino students
• “Needs Assessment” and input from
community is very important (all stages)
How to reach out to Latino Families,
it begins with Commitment!
Carmen Pineda, Education Consultant, Hispanic
Office Of Planning and Evaluation
HOPE: History, Mission and Services
z
The Hispanic Office of Planning and Evaluation, Inc. (HOPE) was established
in 1971 by community activists, human/social services workers, academics and
other professionals “to advocate, plan, develop, facilitate, coordinate, operate,
and evaluate educational, health/human/social services, and community
advancement programs to benefit Massachusetts’ Hispanic/Latino residents”
(1971 HOPE Articles of Incorporation and Founding Documents).
z
HOPE exists to improve the quality of life and to increase the number and
range of opportunities for low-income and Latino individuals and families in
Massachusetts.
z
Since 1971, HOPE has added an array of innovative programs and services in
the fields of education, health, employment, technology, leadership
development and civic engagement.
z
HOPE operates program offices in Boston, Lawrence and Springfield, Mass.
HOPE’s Educational Opportunity and
Access Services and Advocacy
z
HOPE has served Hispanic youth in Boston since its inception in 1971,
beginning with the first research to document the alarmingly high rates of
truancy among Latino students in the Boston Public Schools (“Children in the
Streets,” 1973).
z
In 1976, the U.S. Department of Education selected HOPE as a direct grantee
to provide TRIO Talent Search in the Boston Public Schools (to identify and
encourage youth to stay in school, graduate high school and attend college.)
z
In 1990 services were added to the Lawrence Public Schools, expanding there
once again in 1998 to also include GEAR UP college-readiness services to lowincome “first generation” college-bound youth.
z
In both Boston and Lawrence, HOPE has designed and pioneered innovative
after-school and summer programs, in order to provide key “wraparound”
services, including mentoring, tutoring, service-based learning, job skills
training, job placement and internships.
HOPE’s College Readiness Services
z
z
z
z
z
z
z
HOPE has provided college readiness services for the last 30
years (1976 to 2006), and has:
assisted thousands of low-income students
helped place over 14,000 people in higher education
generated over $200 million in financial aid assistance
made a total lifetime economic impact estimate of over $6
billion.
Citizens Bank recognized HOPE as one of the original
“Community Gems” in 2004 for its college readiness programs.
The United Way of Massachusetts Bay selected HOPE as one
of seven organizations to participate in the “Latino After School
Initiative (LASI)” and LASI Network.
HOPE’s College Readiness Services
z
z
z
z
z
HOPE for Youth (HFY) Mentoring
Gaining Early Awareness and Readiness for
Undergraduate Programs (GEAR UP)
HOPE’s Annual College Fair 19th
Workshops in English and in Spanish
(evening & weekends)
College support services including one-onone academic counseling, financial aid
information and assistance with all forms
and applications related to the college
application and financial aid process. Also
provides access to SAT tutoring and college
and career exploration via college visits and
field trips.
HOPE’s Annual College Fair
z
Fair was initiated by HOPE in 1989,
scheduled every October, in alignment with
Hispanic Heritage Month.
z
Provides over 1000 students an opportunity
to meet and obtain information from over 50
colleges and universities.
z
During the fair, the college application
process is demystified as students talk with
college representatives and obtain college
admission applications and financial aid
information.
z
Specific workshops on immigration related
topics, financial aid, and first generation
college experience are offered.
z
The annual HOPE College Fair has become
an important vehicle for connecting students
with colleges and connecting colleges with
"college ready" Latino students.
What has worked?
z
Access to information through trained, experienced, bilingual, committed staff.
z
Staff attends college, financial aid and related workshops, training available for updates
and disseminates information.
z
The majority of staff hired are first-generation college graduates.
z
Demystification of process through one-on-one and early start on the process – middle
school.
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Evening and weekend workshop hours for families and students.
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Established communication with outside agencies to learn and receive updates and
information on Immigration issues. HOPE is a member of the Massachusetts and Refugee
Advocacy (MIRA) Coalition.
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Collaborate with other community based and faith based organizations.
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Refer students and families to other education – college readiness programs to enhance
their scholarship and SAT tutorial opportunities, ACCESS, TERI College Planning Centers,
Congregacion Leon de Juda.
What has worked?
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Free technology access - Timothy Smith Technology
Center
A state-of-the-art computer learning center funded through
the year 2020 by a grant from the Timothy Smith Trust Fund
administered by the City of Boston.
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Staff volunteer at other financial aid events, such as College
Goal Sunday.
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Take advantage of other non-education related activities to
disseminate information: annual Puerto Rican, Dominican,
Central or South American Festivals, Health Fairs and other
community events.
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Reach families via popular media: including radio and
television programs.
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“Word of mouth” – both from other agency providers and
clientele.
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Arrange non-traditional office hours to make appointments
with families.
What has worked?
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HOPE’s Community Technology Center is active member of the Timothy Smith Network and operates the
EITC Tax Clinics, which provide free tax filing assistance for those eligible for the federal and state Earned
Income Tax Credit (EITC). Staff also provide
assistance with the preparation and filing of state and federal returns.
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Being direct advocates, cultural-oriented facilitators between the family & higher education institutions.
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Facilitating communication between the admissions and financial aid offices – via email, telephone with
parent-student consent.
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Financial aid literacy aiming at decreasing intimidation of the unknown and facilitates “how to” complete
paperwork.
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“Trust”, “competence”, “commitment” and “understanding” are a few words that families-students use to
describe their needs in accessing information.
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Families and students are encouraged to attend as many financial aid and college readiness workshops
available to help them become acquainted with terminology, process and network.
These include:
The SallieMae Fund Paying for College Workshops and The Paying for College Bus Tour
The Massachusetts Educational Financing Authority - MEFA’s College Financial Aid Seminars
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Distribution of Boston Public Schools Career and College Guide, TERI’s English and Spanish Get Ready for
College and Making College Affordable, and U.S. Department of Education various bilingual publications
related to financial aid.
Recommendations for Services
•Have Staff adequately trained on
the various paperwork needed as
Proof of non-U.S. Citizenship eligibility.
COMMON MISTAKES IN FAFSA COME FROM THESE
QUESTIONS:
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•For example, for eligible “refugee” and
“asylum granted” status, there are no
Picture I.D. to present.
Your last name (Q1)
Your state of legal residence (Q18)
Are you a U.S. citizen? (Q14)
U.S. citizen (U.S. national)
If you are neither a citizen nor an eligible noncitizen, you are not eligible
for federal student aid. However, you should still complete the application,
because you may be eligible for state or college aid.
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Eligible noncitizen
Generally you are an eligible noncitizen if you are:
• A U.S. permanent resident with a Permanent Resident Card (I551);
• A conditional permanent resident (I-551C); or
• The holder of an Arrival-Departure Record (I-94) from the Department of
Homeland Security showing any of the following designations: “Refugee,”
“Asylum Granted,” “Parolee” (I-94 confirms paroled for a minimum of one year
and status has not expired), or “Cuban-Haitian Entrant.”
• If you are in the U.S. on aF1 or F2 student visa, or a J1 or J2 exchange
visitor visa, or a G series visa (pertaining to international organizations), you
must answer “Neither citizen nor eligible noncitizen.”
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•Possibly try to include MIRA staff
provide
Updates on immigration changes that
May affect student’s eligibility.
•Invite college Admissions as well as
Financial aid representatives to provide
Specific details on college scholarships.
Your Alien Registration Number (Q15) If you are an eligible noncitizen,
enter your eight- or nine-digit Alien Registration Number.
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MMYYYY
Did you become a legal resident of your state before January 2,
2002? (Q19) . Yes . No
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If “No,” when did you become a legal resident of your state? (Q20)
(Example: Month and year: 05/2003)
Recommendations for Services
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Expansion of services during non-traditional hours.
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Designate a telephone line and where families can leave messages in Spanish, if institution is not fully staffed
with bilingual officers.
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Organize more financial aid nights for students and parents in addition to admissions open house events.
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Facilitate names and telephone numbers of financial aid office staff on a regular basis.
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After students are accepted, facilitate financial aid presentations as students transition from their first year in
college.
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Set up “spot checks” where students can stop quickly to get any last minute questions about financial aid
package.
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Invite college readiness programs, CBO’s staff to help co-facilitate workshops at the colleges.
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Increase promotion of UPlan – Prepaid Tution Programs and UFund College Investing Plans, Loan options.
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Set specific workshops on how to access and prepare for private scholarships.
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Continue or start collaborating with community based organizations – college readiness programs.
Thank you very much !!!
Carmen Pineda
Education Consultant, Hispanic Office Of Planning and Evaluation
[email protected]
617-524-8888 HOPE
617-304-5493 Cell
www.hopemass.org
165 Brookside Avenue Extension
Jamaica Plain, MA 02130