Note: please note that this issue overview should (a) contain links to additional information on this topic that is focused either the local, state, national, or global level, and (b) be neutrally presented, based on facts, and include footnotes for each of the items.  See the Research Guide and 

Information Sources

 to assist you. 

Goal Statement   one sentence that further defines the topic 

• To increase educational equality for Latinos through college intervention programs. 

Policy Options / Model Programs   specific policies or program models, grouped by type, that are profiled 

Increase Professional Development of Teachers

• Expand the AVID teaching methods (of skill transmission and self-recognition as "gatekeepers" to student success) to all academic departments to generate college-relevant social capital among underprivileged youth and to create a college-going culture.^[1]

Focus on the Social Development of Students Beyond Academic Preparedness and College Awareness

• Reinforce the importance and marketability of Latino culture and language to provide a safe space for multicultural youth.^[2]
• Deliberately incorporate community organizations into the GEAR UP partnership to facilitate extracurricular activities and create leadership opportunities for students.^[3]
• Integrate comprehensive evaluations into the current standardized forms of assessing student success to include leadership, participation in extracurricular activities, and other locally developed assessments.^[4]

  
  

Foster Greater Parental Involvement

• Reinstate evening programs for Spanish-speaking parents to receive information on college preparation in multiple formats, focusing on small groups to build internal support systems and experiential advice in a narrative format.^[5]
• Facilitate a mentorship program for college-aware Latino parents to advise less informed Latino parents in already-existent networks and settings, such as the local library or church.^[6]
• According to the success of the Bridging Cultures Project, it is recommended that teachers undergo professional development to better understand and forge empathetic relationships with Latino students according to their cultural context.^[7]
• In addition to school and university partners, incorporate community organizations that facilitate extracurricular activities for students and increase participation with other students.^[8]

Local/State/National Information    additional information on this topic at the local, state, national, global level

• Latino Achievement Gap - USA

• Latino Achievement Gap - Washington State

  • Latino Achievement Gap - Walla Walla, WA 

Bibliography    

• Auerbach, Susan, “Engaging Latino Parents in Supporting College Pathways” (2004). Journal of Hispanic Higher Education Vol 3 No 2 
• Bermúdez, Andrea B. and Judith A. Márquez. “An Examination of a Four-Way Collaborative to Increase Parental Involvement in the Schools,” Journal of Educational Issue of Language Minority Students, 16 (1996). Boise State University. 
• Contreras, Frances E. “Literature Review of the Best Practices in Intervention at the Middle and High School Levels.” February 2009. 
• Contreras, Frances and Tom Stritikus. “Understanding Opportunities to Learn for Latino Students in Washington.” University of Washington, 2008. 
• Delgado-Gaitan, Concha. “School Matters in the Mexican-American Home: Socializing Children to Education” (1992) American Educational Research Journal 29 (3) 495 – 513 
• López, Gerardo R. “Redefining Parental Involvement: Lessons from high-performing, migrant-impacted schools” (2001) American Educational Research Journal 38 (2)  
• Lopez, Gerardo R. “The Value of Hard Work: Lessons on Parent Involvement from an (Im)migrant Household” (2001) Harvard Educational Review 71 (3) 416-437
• Lucas, Tamara and Rosemary Henze and Ruben Donato, “Promoting the Success of Latino Language-Minority Students; An Exploratory Study of Six High Schools” (1990) Harvard Educational Review 60 (3) 315-340 
• Rosario, José and Felipe Vargas. “Making Something of Themselves: Latino Soul Making in an Urban Setting.” Center for Urban and Multicultural Education: Indianapolis, 2006. 
• Rothestein-Fisch, Carrie and Elise Trumbull. “Managing Diverse Classrooms: How to build on student’ cultural strengths.” Associaton for Supervision and Curriculum Development: Alexandria, 2008.