ࡱ> vETT%` bjbjNN à,,k8 !!!(#$ :0$1~^3^3^3<=L=(ݗߗߗߗߗߗߗNhDߗ *;;ߗ ^3^3r ^3 ^3ݗݗQ @ j^30 x6! YbYl+ 0:b j j>(f ΃< >>>ߗߗLj>>>: ĘT| T    2002-2003 EVALUATION REPORT Kellogg Project #P0085756 Reporting Period: February 2002 April 2003 Paul Guerin, PhD Donna Navarrete, MLIS Victoria Gutierrez, MA Elizabeth Gutierrez, PhD July 2003 Table of Contents Page I. EVALUATION PLAN 1 I.A ENLACE IN NEW MEXICO 1 I.A.1 Purpose 1 I.A.2 Focus 1 I.A.3 Methodology 1 I.B ALBUQUERQUE ENLACE... 2 I.B.1 Data Sources... 2 I.B.2 Completed Evaluation Activities 4 I.C SOUTHERN NEW MEXICO ENLACE 8 I.C.1 Data Sources 8 I.C.2 Completed Evaluation Activities 10 I.D NORTHERN NEW MEXICO ENLACE 13 I.E REFERENCES 13 II. OUTCOME DATA 15 II.A ENLACE in New MEXICO 15 ii.b ALBUQUERQUE ENLACE.. 15 II.B.1 Family and Community Education 15 II.B.2 Retention 19 II.B.3 Pathways to Teaching (Hispanic Teacher Pipeline) 38 II.C SOUTHERN NEW MEXICO ENLACE 43 II.C.1 Leyendo Por Vida 43 II.C.2 tech Ed 47 II.C.3 Saber y Hacer 47 II.C.4 Parent University 48 II.C.5 Exito 50 II.C.6 Pathways to Success 51 II.D NORTHERN NEW MEXICO ENLACE 51 III. EVALUATION CHALLENGES 63 III.A ENLACE IN NEW MEXICO 63 III.B ALBUQUERQUE ENLACE 63 III.B.1 ISR Research Plan 63 III.B.2 Data Collection 64 III.B.3 Document Production 66 III.C SOUTHERN NEW MEXICO ENLACE 66 III.C.1 Research Plan 66 III.C.2 Data Collection 68 III.D NORTHERN NEW MEXICO ENLACE 70 Table of Contents (Continued) Page IV. DATA UTILIZATION AND DISSEMINATION 73 IV.A ENLACE IN NEW MEXICO 73 V. PLANS FOR NEXT REPORTING YEAR (2003-04) 75 V.A STATEWIDE ENLACE 75 V.B ALBUQUERQUE ENLACE 76 V.C SOUTHERN NEW MEXICO ENLACE 78 V.D NORTHERN NEW MEXICO ENLACE 79 Appendix A Logic Models A-1 - Albuquerque ENLACE -Southern New Mexico ENLACE -Northern New Mexico ENLACE B Albuquerque High School Family Center... B-1 -Case Study Research FindingsDecember C Northern New Mexico Si Se Puede Conference Report. C-1 I. EVALUATION PLAN I.A ENLACE IN NEW MEXICO I.A.1 Purpose ENLACE in New Mexico, through the Institute for Social Research (ISR) at the University of New Mexico (UNM), provides the evaluation component to the statewide collaboration. The evaluation component includes activities at all three ENLACE in New Mexico sites. The sites are located in Northern New Mexico, Albuquerque, and Southern New Mexico. The focus and methodology is similar across the sites. The purpose of the evaluation is to document the progress of all activities associated with the ENLACE in New Mexico initiatives and to assess their outcomes. To this end, the ISR is responsible for implementing the statewide evaluation process, which began in July 2001 with the collection of appropriate baseline data on each program. At that time, the ISR staff began gathering information on each ENLACE participant at the start of all activities and, today, continues data collection at multiple points during the implementation phase. This process occurs at all three sites (Northern New Mexico, Southern New Mexico and Albuquerque). The evaluation focus has focused on activities at the site level and not statewide collaborative activities especially as they pertain to policy development and leadership. This has occurred because the Institutes limited resources do not allow the ISR staff to focus on statewide activities and because, in our view, there has been a lack of organization on statewide activities that has made the evaluation more difficult. I.A.2 Focus The ISR evaluation strategy is based upon the analysis and synthesis of data and information generated statewide in conjunction with ENLACE programs and projects. Moreover, the evaluation component is designed to serve as a management tool for ENLACE by providing project feedback based on research and evaluation activities, project management of a comprehensive ENLACE database, and project documentation (e.g., research plans, fact sheets, monthly/annual reports). I.A.3 Methodology The ISR staff has implemented a variety of data collection methods (quantitative and qualitative) for use in short- and long-term project assessments, drawing on multiple information sources and perspectives. In addition, the staff has developed culturally specific (bilingual) evaluation instruments, methods, and protocols for use in conducting more thorough evaluations of the impacts of statewide ENLACE initiatives on our targeted population, i.e., K-16 Hispanic students. The evaluation team makes extensive efforts to triangulate research methods because, clearly, a project as dynamic as ENLACE cannot rely on quantitative measures for sustainability. During this reporting period (February 2002April 2003), the ISR staff used the following quantitative and qualitative research methodologies to answer key research questions for evaluating the overall impacts of ENLACE in New Mexico. Observations. The ISR staff observed program participants, not only in the classroom but in selected program activities (e.g., meetings, conferences) as well. ISR observations are framed by guidelines put forth by standards of ethnographic fieldwork in which interpersonal relationships and interactions are examined among the programs staff, students, parents, administrators, and representatives. Interviews. The ISR staff conducted interviews with school personnel primarily to study the levels of support that administrators provide to the ENLACE programs. Further, to accommodate busy school officials who cannot participate in face-to face interviews due to time constraints, the staff conducted structured and semi-structured telephone interviews. Surveys. The ISR staff surveyed students, program coordinators, administrators, mentors, and educators involved in Albuquerque ENLACE programs. New, more streamlined surveys were developed from previously used surveys to aid in data collection and analysis and to be more efficient. Official School Data. The ISR staff obtained official school data on participating students in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA). Specifically, the staff collected and recorded several educational indicators such as standardized test scores, absenteeism, grade point averages and class standing. Student Tracking. The ISR staff collected demographic information on students, mentors, and tutors for the purpose of tracking students who drop from either the classes or the mentoring programs. This information enables the staff to locate these students and investigate why they have left the programs. Logic Models. The ISR staff developed logic models for each program that depict how each program worksthe theory and assumptions underlying each program, as well as the program objectives, related activities, and desired outcomes. Current program logic models for the Albuquerque site are provided in Appendix A. Literature reviewsISR staff completed literature reviews for the Accelerated Reader program, Parent University and the concept of self-esteem. Additional literature reviews continue for remaining programs statewide. I.B ALBUQUERQUE ENLACE I.B.1 Data Sources ENLACE in Albuquerque resides in the public schools that have been identified as having high percentages of Hispanic students and have high dropout rates. Each school that Albuquerque ENLACE serves, and their feature traits, is profiled below. I.B.1(a) University of New Mexico. UNM is the largest university in New Mexico, with 28.7 percent of all students identified as Hispanic (OER 2003). Moreover, the spring 2003 enrollment of Hispanics at UNM increased by 5.4 percent from the previous year, while the overall enrollment status of Hispanics during the last 5 years has increased by 15.6 percent. However, as with most public universities, UNM has a high drop rate between the freshmen and sophomore years. For example, of all new freshmen in fall 2001 that identified as Hispanic, only 88.6 percent of these students returned for their spring 2002 semester, representing a dropout rate of 11.4 percent. However, the dropout rate among Hispanic freshmen increased to 12.1 percent in spring 2003 when only 87.9 percent of new freshmen returned after the fall 2002 semester. During this reporting period (February 2002April 2003), to help increase retention among Hispanic freshmen at UNM, ENLACE in Albuquerque supported a Student Success Counselor program, with an academic advisor who provides intense counseling services for freshmen who graduated from the three targeted high schools in Albuquerque. The goal of this program is to increase retention rates for minority University students, particularly Hispanics. I.B.1(b) TechnicalVocational Institute (TVI) Community College. TVI is the largest community college in Albuquerque. In fall 2002, 40 percent of students enrolled at TVI are Hispanic (TVI 2003). But, historically, retention and graduation rates are lower for technical, vocational, and community college institutions than those at a baccalaureate institution; TVI is no exception. Consider that, in academic year 2000-01, the retention rate for Hispanics was only 63.6 percent, albeit an increase of 3.2 percent over the previous academic year (TVI 2002). During this reporting period (February 2002April 2003), to help encourage Hispanic students to complete or continue their education at TVI, ENLACE in Albuquerque supported the TVI Ambassadors program, which provides new students with student mentors who advise them about registration, resume development, transferring to UNM, and financial aid. I.B.1(c) Albuquerque High School (AHS). For academic year 2001-2002, AHS had a total enrollment of 1918 students, 67.3 percent of which were Hispanic (APS 2002). On the TerraNova (a normed referenced test), AHS ninth-grade students scored a 56 median percentile (highest score) for math; scores between 41-59 are considered average. Additional AHS median percentile scores were as follows: reading-52, language-54, science-50, and social studies-43. The dropout rate at AHS was 4.9 percent, which was slightly above the Albuquerque average of 4.5 percent for same year. In addition, AHS was given an Exceeds Standards rating by the NM State Board of Education for the 2001-2002 academic year. During this reporting period (February 2002April 2003), ENLACE in Albuquerque supported a Family Center and Chicano Studies class in this school. I.B.1(d) West Mesa High School (WMHS). For academic year 2001-2002, WMHS had a total enrollment of 2,381 students, 77.6 percent of which were Hispanic (APS 2002). On the TerraNova (a normed referenced test), WMHS ninth-grade students scored a 46 median percentile (highest score) for language; scores between 41-59 are considered average. Additional WMHS median percentile scores were as follows: reading-44, math-43, science-31, and social studies-37. The dropout rate at WMHS was 5.0 percent, which was slightly above the Albuquerque average of 4.5 percent for same year. In addition, WMHS was given a Meets Standards rating by the NM State Board of Education for the 2001-2002 academic year. During this reporting period (February 2002April 2003), ENLACE in Albuquerque supported a Family Center, an Education Access Room, and a Chicano Studies course in this school. I.B.1(e) Valley High School (VHS). For academic year 2001-2002, VHS had a total enrollment of 2,295 students, 69.8 percent of which were Hispanic (APS 2002). On the TerraNova, VHS ninth-grade students scored a 61 median percentile (highest score) for both reading and language; scores between 60-77 are considered slightly above average. Additional VHS median percentile scores were as follows: math-54, science-52, and social studies-46. The dropout rate at VHS was 4.5 percent, which was equal to the Albuquerque average of 4.5 percent for same year. In addition, VHS was given an Exceeds Standards rating by the NM State Board of Education for the 2001-2002 academic year. During this reporting period (February 2002April 2003), ENLACE in Albuquerque supported a Family Center, an Education Access Room, and a Chicano Studies course in this school. I.B.1(f) Washington Middle School (WMS). Washington Middle School is in the AHS cluster. During the 2001-2002 academic year, WMS had a total enrollment of 702 students, 87.3 percent of which were Hispanic (APS 2002). On the Terra Nova, WMS sixth-, seventh- and eighth-grade students scored the highest median percentiles of 43, 46, and 41, respectively, for language; scores between 41-59 are considered average. The lowest median percentile scores recorded for sixth and seventh graders were 27 and 28, respectively, for math; eighth graders scored lowest in science with a 28 median percentile. In addition, WMS was given a Probationary rating by the NM State Board of Education for the 2001-2002 academic year. During this reporting period (February 2002April 2003), ENLACE in Albuquerque supported the Los Compaeros Mentoring Program for 6th-graders in this school. I.B.1(g) Truman Middle School (TMS). Truman Middle School in the WMHS cluster. During the 2001-2002 academic year, TMS had a total enrollment of 885 students, 83.9 percent of which were Hispanic (APS 2002). On the Terra Nova, TMS sixth- and seventh-grade students scored the highest median percentiles of 36 and 44.2, respectively, for language, while eighth-grade students scored highest in social studies (35.8 median percentile). TerraNova scores between 23 and 40 are considered slightly below average. The lowest median percentile scores recorded for sixth, seventh and eighth graders were 31.1, 28.8 and 30.7, respectively, for math. In addition, TMS was given a Probationary rating by the NM State Board of Education for the 2001-2002 academic year. During this reporting period (February 2002April 2003), ENLACE in Albuquerque supported the Los Compaeros Mentoring Program for sixth graders in this school. I.B.1(h) Garfield Middle School (GMS). Garfield Middle School is in the VHS cluster. During the 2001-2002 academic year, GMS had a total enrollment of 623 students, 83.3 percent of which were Hispanic (APS 2002). On the Terra Nova, GMS sixth- and seventh-grade students scored the highest median percentiles of 49 and 58, respectively, for language, while eighth-grade students scored highest in reading (48 median percentile). TerraNova scores between 41 and 59 are considered average. The lowest median percentile scores recorded for sixth, seventh and eighth graders were 36, 39 and 35, respectively, for math. In addition, GMS was given a Probationary rating by the NM State Board of Education. During this reporting period (February 2002April 2003), ENLACE in Albuquerque supported the Los Compaeros Mentoring Program for sixth graders in this school. I.B.2 Completed Evaluation Activities Completed evaluation activities conducted by the ISR staff during this reporting period (February 2002April 2003) are detailed in the subsections below. Overall, the ISR evaluation and research emphases were more focused in scope and objectives. General program changes from the previous academic year (2001-2002) are as follows. First, the ISR staff relies on the efforts of the program staff to provide the ISR with face sheets on every participant served by ENLACE initiatives. However, during the previous academic year (2001-2002), it became a tremendous drain on time, money, and personnel for the ISR staff to repeatedly request and remind program staff to provide face sheets. As a result, the ISR staff continued to collect and record face sheets for the academic year 2002-2003 but did not follow up with program staff. Moreover, the ISR staff continued to create lists of participants for which face sheets were held and made those readily available. Ultimately, if the ISR did not have a completed face sheet for each ENLACE participant, their personal information could not be included in the program evaluation process. In other words, participants without faces sheets can be included in overall number counts of program participants served, but no personal information from these participants can be obtained from either official data (e.g., grades, test scores, attendance records) or various research methods (e.g., surveys, focus groups, interviews). The importance of obtaining personal information from participants is that it significantly contributes to the much larger measure of systemic change. Second, for the Albuquerque ENLACE effort, the most notable deviation from the previous academic years effort is that observational sessions were concentrated in fewer settings. This occurred because the ISR evaluation shifted from an emphasis on process and program implementation to an emphasis on outcome and program effectiveness. In the interim, the ISR staff discovered that fewer observations did not compromise the Institutes ability to evaluate programs effectively. Third, the ISR evaluation activities discussed below were previously submitted to the Albuquerque Evaluation Committee and Leadership Team members for review and approval; however, the team members never formally approved these evaluation activities. Meanwhile, during the course of the research year, ISR staff revised these activities as needed to include any changes and/or additions to ENLACE programs. I.B.2(a) Family and Community Education. The Family and Community Education component of ENLACE in Albuquerque is comprised of two programs: Family Centers and Educational Access Rooms (EARs). During this reporting period (February 2002April 2003), the ISR staff completed the following evaluation activities for these two programs. Corresponding outcome data is provided in Section II.B.1, Family and Community Education. Family and Community Education: Completed Evaluation ActivitiesResearch ActivityResearch LocationDate of CompletionPurposeENLACE Family CentersStudent File ReviewsAHS, VHS, WMHSSummer 2002Maintain primary source of qualitative data.Retrieval of APS Data APSSummer 2002Track academic progress.Interviews with DirectorsAHS, VHS, WMHSFall 2002Record success stories; i.e., successful activities in conjunction with goals and objectives. Observations (special events, GED class, etc.)AHS, VHS, WMHSOn-goingRecord established community and family involvement efforts.Literature ReviewISROn-goingIdentify best practices regarding family and community involvement in education.Education Access Rooms (EARs)In-Class ObservationsAll EARs (West Mesa, Los Duranes, Barelas) Spring and Fall 2002 Concentrate data collection efforts at the two operational EARs.Tracking to GraduationAll EARs (West Mesa, Los Duranes, Barelas)On-goingRecord education retention effort. I.B.2(b) Retention. The Retention component of ENLACE in Albuquerque is comprised of five programs: Chicano Studies, Los Compaeros, Summer Bridge, UNM Student Success Diagnostic Counselor, and TVI Ambassadors. During this reporting period (February 2002April 2003), the ISR staff completed the following evaluation activities for these five programs. Corresponding outcome data is provided in Section II.B.2, Retention. Retention: Completed Evaluation ActivitiesResearch ActivityResearch LocationDate of CompletionPurposeChicano StudiesStudent SurveysAHS, VHS, WMHSSpring and Fall 2002 Evaluate program components (e.g., leadership development, college education, self-esteem, Hispanic culture)Teacher InterviewsAHS, VHS, WMHSSpring 2002Address teaching style, class content, and teacher expectations.Retrieval of APS Data APSSpring 2002Track academic progress.In-Class ObservationsAHS, VHS, WMHSSpring and Fall 2002Observe class dynamics, materials, and student engagement in course subjects. Dropout SurveyAHS, VHS, WMHSSpring 2002Record the reason(s) why student(s) drop out of school.Literature ReviewISROngoingIdentify best practices regarding Chicano studies courses.Los CompaerosParent SurveyUNMSpring 2002Record parents perspectives on programs progress.Administrator InterviewsGMS, TMS, WMSSpring 2002Record administrators perspective on programs progress in their schools.Focus Group InterviewGMS, TMS, or WMSSpring 2002Record mentees experience in the program.Mentor SurveyUNMSpring 2002Record mentor experience in the program.Literature ReviewISROngoingIdentify best practices regarding community college retention efforts.Summer BridgeStudent SurveyAHS, VHS, WMHSSummer 2002Evaluate program components (e.g., leadership development, college education, self-esteem, Hispanic culture)In-Class ObservationsAHS, VHS, WMHSSummer 2002Observe class dynamics, materials, and student engagement in course subjects.Teacher InterviewsAHS, VHS, WHHSSummer 2002Address teaching style, class content, and teacher expectations.Literature ReviewISROngoingIdentify best practices regarding transitional programs.UNM Student Success Diagnostic CounselorStudent File ReviewsUNMSummer 2002Maintain primary source of qualitative data.Counselor InterviewUNMSummer 2002Identify Counselors methods and expectations for the program. Retrieval of UNM DataUNMSummer 2002Track academic progress.Literature ReviewISROngoingIdentify best practices regarding college retention intervention efforts.TVI AmbassadorsStudent File ReviewsTVIFall 2002Maintain primary source of qualitative data.Retrieval of APS DataTVIFall 2002Track academic progress.Literature ReviewISROngoingIdentify best practices regarding community college retention efforts.I.B.2(c) Pathways to Teaching (Hispanic Teacher Pipeline). The Pathways to Teaching component is comprised of two programs: Champion Teachers and ENLACE Fellows. During this reporting period (February 2002April 2003), the ISR staff completed the following evaluation activities for these two programs. Corresponding outcome data is provided in Section II.B.3, Pathways to Teaching (Hispanic Teacher Pipeline). Pathways to Teaching: Completed Evaluation ActivitiesResearch ActivityResearch LocationDate of CompletionPurposeChampion TeachersIn-Class ObservationsElementary schoolsSpring 2003Observe Shadows in classrooms with Champion Teachers; record class dynamics and student engagement.Meeting AttendanceVariedOngoingRecord progress of program operations.ENLACE FellowsStudent Survey UNM, College of Ed.Fall2002 Evaluate program components (e.g., financial aid support, professional support, academic advisement) I.C SOUTHERN NEW MEXICO ENLACE I.C.1 Data Sources Southern New Mexico ENLACE includes three different school districts; Hatch Valley Public School district, Las Cruces Public School district and the Gadsden Independent School district. Within these three districts, ENLACE programs operate in two middle schools and three high schools. In addition, ENLACE programs operate at the Dona Branch Community College and New Mexico State University. I.C.1(a) New Mexico State University (NMSU)/Dona Branch Community College (DABCC). Total enrollment for fall 2002 was 15,243 and of those students, 41 percent were Hispanic (NMSU 2003). This percentage marks Hispanics as the largest minority group at NMSU. Further, NMSU is classified as a minority serving institution, allowing for the qualification of Department of Education Title III funding. In addition, NMSU is a member of the Hispanic Association of Colleges and Universities. In 2002, Hispanics earned 707 baccalaureate degrees, 130 master degrees and 8 doctorate degrees (NMSU 2003). Dona Ana Branch Community College, as part of NMSU, had a total of 662 students and of those, 57 percent were Hispanic (DABCC 2003). I.C.1(b) Mayfield High School (MHS). The focus areas for this school remains the same as last year; i.e., to increase student daily attendance rate, to increase ninth- and tenth-grade pass rates in core classes, to increase the use of modern technology in all curriculum areas, and to increase parental involvement. For academic school year 2001-2002, Mayfield High School had a current enrollment of 2,355 students, 62 percent (1460) of which were Hispanic (MHS 2002). In addition, 81 of the 1460 Hispanic students received bilingual education services. The overall attendance rate was reported at 97.5 percent. The percentage of ninth-grade students promoted to tenth grade was 88.7, and the percentage of tenth-grade students promoted to the eleventh grade was 91. Moreover, 94.1 percent of eleventh graders were promoted to the twelfth grade; meanwhile, 100 percent of the students received high school diplomas and 31.6 percent of these students received scholarships. According to the 2001-2002 drop out rate by grade, the total number of students in grades 9 through 12 who dropped out was 94 (4.1 percent). A comparison of dropout rates among the four grade levels found that the eleventh graders had the highest dropout rate at 4.6 percent, compared to the ninth graders (3.5 percent), tenth graders (4.2 percent) and twelfth graders (4.0 percent). In terms of dropout rates by ethnicity, Hispanics students (1417 total), had the highest drop out rate at 5.4 percent (76 students) compared to that for Anglo students (836 total), at 1.7 percent. TerraNova test results showed that MHS ninth graders scored higher (55.7) than other ninth graders in the district (55.2) and state (51.4). The ACT mean composite scores for MHS in contrast to the district, state and nation, showed that MHS students scored equal to the others and only slightly lower than that of the nation. The SAT mean composite scores for MHS students in math and verbal were slightly lower than the district and state; however, the schools verbal score was higher than that for the nation. Math scores for MHS students were slightly lower than the district and state but only a few points above the nation. I.C.1(c) Santa Teresa High School (STHS). For academic school year 2001-2002, Santa Teresa High School reported a total enrollment of 967 students, with the majority of students in the ninth grade (294) (STHS 2002). The STHS attendance rate was 94.3 percent compared to the district at 94.5 percent. In addition, the STHS reported a dropout rate of 4.8 percent, which is equal to that of the district. TerraNova test results showed that STHS ninth graders scored 34.0 in reading, which was just above that reported for the district (32.2) but much lower than the score achieved for reading around the state (52.4). For language arts, STHS ninth graders scored a 40.1, which was just above the district (36.3) but worse than others in the state (50.3). For math, STHS ninth graders scored 32.8, which was lower than the state (47.2) but higher than the district (28.7). In science, STHS ninth graders scored 37.8, which was higher than the district (31.9) and lower than the state (50.3). However, in social studies, STHS ninth graders scored lower (35.7) than other students in the state (43.2) but higher than those around the state (30.8). I.C.1(d) Hatch Valley High School (HVHS). For academic school year 2001-2002, the Hatch Valley Public School District reported an enrollment of approximately 1500 students, 409 of which were in grades 9 through 12 (HVPS 2002). In terms of ethnicity, 86 percent of the 1,500 students were Hispanic and 14 percent were Anglo. The attendance rate for the Hatch High School was reported to be 95.3 percent. The district reported for the first time that all schools had an average daily attendance rate at or above 90 percent (HVPS 2002). Comparatively, the district reported attendance at 94.5 percent, but as the District Report Card stated, districts across the state collected and reported attendance data in a variety of ways. Hence, due to incomparability of the data, no state average can be calculated. Overall, TerraNova test results showed that HVHS ninth graders scored lower than other ninth-grade students around the state in all subjects. I.C.1(e) Picacho Middle School (PMS). For academic school year 2001-2002, Picacho middle school had the same focus areas as last year: to increase student achievement in all subject areas to meet and exceed state standards, to increase family and school partnerships, and to promote a healthy and safe environment. On the 40th day of school, the enrollment was reported at 919 students, 67.9 percent (624) of which were Hispanic (PMS 2002). In addition, 96 of 624 Hispanic students were listed as having received bilingual education services. In terms of attendance, the rate was reported at 98.3 percent, while the drop out rate was reported to be zero. The percentage of eighth grade students promoted to the ninth grade was 99.4. TerraNova test results showed that sixth graders at PMS scored slightly lower (50.9) than other sixth graders around the state (51.4), and sixth graders in the district (52.2). Seventh graders scored 51.0, which was lower than seventh graders at both the state (51.3) and district (53.2) levels. Eighth graders scored higher (54.7) than other ninth graders around the state (51.5) and district (54.1). I.C.1(f) Hatch Valley Middle School (TMS). For academic school year 2001-2002, Hatch middle school had an enrollment of approximately 390 students in sixth through eighth grades (HVPS 2002). Hatch Valley Middle School is the only middle school in the district. According to TerraNova test results, sixth graders scored lower in all subjects as compared to other sixth-grade students in the state, with scores in reading and science significantly lower. The reading score for sixth graders in the district was 38.0 compared to 51.4 around the state. In science, sixth graders in the district scored 29.6, while students around the state scored 47.0. Seventh graders also scored lower than other seventh-grade students in all subjects. Comparing reading scores, seventh graders scored 37.2 while others around the state scored 48.3. Although, eighth graders scored lower overall, their language arts scores (49.2) and math scores (48.0) were comparable to others scores around the state. I.C.2 Completed Evaluation Activities Southern New Mexico ENLACE has established five specific goals: Support and encourage informed academic planning and achievement. Involve the community in supporting the education achievement of area youth. Empower families and foster change within the community to achieve greater access and academic success of Latino/a youth. Strengthen the collaborative investment of all stakeholders in the educational and economic development of area youth. Identify and become change agents for effective policy reform. Southern New Mexico ENLACE initiative consists of six distinct programs that were developed using these five goals as the programs foundation: Leyendo Por Vida, Tech-Ed Accelerated Reader, Saber y Hacer, Parent University, EXITO and Pathways to Success. During this reporting period (February 2002April 2003), the ISR staff completed the following evaluation activities for these six programs. Corresponding outcome data is provided in Section II.B, Outcome Data, Southern New Mexico ENLACE. Research ActivityResearch LocationDate of CompletionPurposeLeyendo Por Vida (includes Latino literature component) Observations MHS, PMS, offsite locationsSpring2002, Fall 2002, Spring 2003 Record tutoring and mentoring activities and document the progress of the program.Americorps Tutor SurveyFYI officeSpring 2003Record feelings and perceptions regarding the program and to better understand the Americorps tutor/mentor role.Site Supervisor InterviewMHS, PMSSpring 2003Identify site supervisor perceptions of the past year and anticipations for the following year. Retrieval of student academic recordsMHS, PMS, Las Cruces Public Schools Administrative officeFall 2002 (for year 2001-2002)Track academic progress. Self-Esteem pre/post survey (Latino lit. Participants only)PMSSpring 2003To assess change in self-esteem due to change in literature curriculum.Literature Review (self-esteem)ISRFall 2002Understand the relationship between the theory of self-esteem and how it may affect academic achievement.Tech EdLiterature reviewISR Spring 2003Identify best practices regarding the STAR and Accelerated Reader programs. Saber y HacerPre-test surveyHVHS, HMSFall 2002Identify what students already know about preparing for college and what they learned through the curriculum.In-Class ObservationsHVHS, HMSFall 2002Document program activities.Parent UniversityObservationsDABCC, Temple Spring 2002, Fall 2002, Spring 2003Record parents involvement in the program.Parent SurveyTempleSpring 2003Record parents experiences in the programLiterature ReviewISRFall 2002Identify best practices regarding parent involvement.ExitoObservationsNMSUSpring 2002, Fall 2002, Spring 2003.Document program progress.Retrieval of APS DataNMSUFall 2002Track academic progress.Mentor SurveyNMSUSpring 2003Record mentor experience in the program.Mentee Survey NMSUSpring 2003Record mentee survey in the program.Pathways to SuccessObservationsDABCCFall 2002Document program activities.OtherEvaluation meetingsNMSU-ENLACE officeSpring 2002, Fall 2002, Spring 2003.Discuss monthly status report and any updates to evaluation activities.Exito Summer Camp pre/post testNMSUSummer 2002Collect information regarding how prepared high school seniors are for their transition to college.Primer Paso Summer Camp pre/post testNMSUSummer 2002Collect information about students and what they learned about preparing for college.  I.D NORTHERN NEW MEXICO ENLACE The focus of the evaluation is four cohorts of high school students at four high schools: Espaola Valley High School, Robertson High School (Las Vegas), Santa Fe High School, and Capital High School (Santa Fe). ENLACE site teams selected a college preparation program model, implemented as AVID (Advancement Via Individual Determination) at Robertson High and Espaola Valley High Schools, and as LEAP (Leadership, Educational Access, Academic Success, and Parent Involvement) at Capital High and Santa Fe High Schools. AVID is a program developed in California to provide college preparation and support to students who are first generation college going. Students are immersed in an academically rigorous curriculum. LEAP includes the AVID strategies and methods with community college concurrent courses for college preparation, leadership training, and interdisciplinary courses taught by community college faculty. In the four high schools, ENLACE programs are delivered as credit courses, meeting one hour or one block per day. Both AVID and LEAP are implemented in the classrooms with the goal of increasing the academic rigor of classes schoolwide by use of Cornell notetaking strategies, Socratic questioning, journaling, and student tracking of goals through weekly progress reports. Teacher support and training are integral parts of the ENLACE presence in the high schools. Both models include key elements identified by Perna (2002) in a study of precollege outreach programs for historically underrepresented groups of students. Her analysis of 1,100 precollege outreach and retention programs, identified five critical components of successful programs: a goal of college attendance; college tours, visits and fairs; a goal of promoting rigorous course-taking; a parental involvement component; and programs beginning in the 8th grade. Data are collected using participant observation, internal and external documents, interviews, website monitoring of state and school district sites, and surveys. High school classrooms, ENLACE staff meetings, community events, and school board meetings were observed in Northern New Mexico communities of Santa Fe, Espaola, and Las Vegas. Students, teachers, school administrators, and community members were interviewed formally and informally. New Mexico State Department of Education school-level data were examined and analyzed. Field notes were recorded during and after observations of meetings and community events. Data are reported monthly and include transcription of observations, summaries of documents, and activities by site. I.E REFERENCES Albuquerque Public Schools. (2002). Research, development, and accountability. District and school report card. [Retrieved from the World Wide Web 6/4/03:  HYPERLINK "http://www.rda.aps.edu/dashboard/main.asp" http://www.rda.aps.edu/dashboard/main.asp]. Dona Branch Community College (DABCC). (2003). About DABCC. [Retrieved from the World Wide Web 7/2/03:  HYPERLINK "http://dabcc-www.nmsu.edu/general/aboutdabcc.html" http://dabcc-www.nmsu.edu/general/aboutdabcc.html.] Hatch Valley Public Schools (HVPS). (2002). Hatch Valley Public Schools: District report card 2001-2002. (Retrieved by mail from District office). Mayfield High School (MHS). (2002). Mayfield High School, grades 9-12, 2001-2002 school accountability report. [Retrieved from the World Wide Web 6/17/03:  HYPERLINK "http://lcps.k12.nm.us/LCPS/Departments/Instruction/Accoutnability/index.html" http://lcps.k12.nm.us/LCPS/Departments/Instruction/Accoutnability/index.html.] New Mexico State University (NMSU). (2003). New Mexico State University at a glance. [Retrieved from the World Wide Web 7/2/03:  HYPERLINK "http://www.nmsu.edu/General/NMSU_At_a _Glance.html" http://www.nmsu.edu/General/NMSU_At_a _Glance.html and  HYPERLINK "http://www.nmsu.edu/Research/iresearc/factbook/fb2002.pdf" http://www.nmsu.edu/Research/iresearc/factbook/fb2002.pdf.] Official Enrollment Report (OER). 2003. The university of New Mexico spring 2003 official enrollment report, main campus. Headcount by ethnicity. [Retrieved from the World Wide Web 6/4/03:  HYPERLINK "http://www.unm.edu/~unmreg/statsinfo/OER025/" http://www.unm.edu/~unmreg/statsinfo/OER025/]. Perna, L. W. (2002). Precollege outreach programs: Characteristics of programs serving historically underrepresented groups of students. Journal of College Student Development, 43(1), 64-83 Picacho Middle School (PMS). (2002). Picacho Middle School, grades 6 through 8, 2001-2002 school accountability report. [Retrieved from the World Wide Web 6/17/03:  HYPERLINK "http://lcps.k12.nm.us/LCPS/Departments/Instruction/Accoutnability/index.html" http://lcps.k12.nm.us/LCPS/Departments/Instruction/Accoutnability/index.html]. Santa Teresa High School (STHS). (2002). Santa Teresa High School, 2001-2002 school report card. [Retrieved from the World Wide Web 6/17/03:  HYPERLINK "http://www.gisd.k12.nm.us/DRC/2001-2002/STHS.html" http://www.gisd.k12.nm.us/DRC/2001-2002/STHS.html.] Technical Vocational Institute Community College. (2002). Annual performance report 2001-2002. Student and stakeholder focus: Retention rates. Albuquerque, NM. [Retrieved from the World Wide Web 6/4/03:  HYPERLINK "http://planet.tvi.cc/ipr/planning/pdf/Performance_Report_2001-2002.pdf" http://planet.tvi.cc/ipr/planning/pdf/Performance_Report_2001-2002.pdf]. Technical Vocational Institute Community College. (2003). TVIs fact book 2002-2003. Enrollment by department: Student level and ethnicity, fall 2002. Albuquerque, NM. [Retrieved from the World Wide Web 6/4/03:  HYPERLINK "http://planet.tvi.cc/ipr/factbook/2002_2003/Factbook_2002_2003.pdf" http://planet.tvi.cc/ipr/factbook/2002_2003/Factbook_2002_2003.pdf]. II. OUTCOME DATA II.A ENLACE in New Mexico This chapter includes outcome data by site. Within each site, evaluation activities by program are briefly discussed and, if appropriate, findings by program are included. Due to the number of programs in New Mexico, the ISR staff has been unable to conduct outcome data for all programs and/or analyze all the data collected that may be appropriate to report. Additionally, some programs are not in a stage of development where it is appropriate to collect outcome data. In fact, some programs have not been in operation sufficiently long to be stable and fully implemented while other programs have been either discontinued or are being reorganized. II.B Albuquerque ENLACE ENLACE in Albuquerque is divided into three components: Family and Community Education, Retention, and Pathways to Teaching; each is comprised of specific initiatives in support of ENLACE goals. During this reporting period, the ISR staff compiled and analyzed project data for eight local initiatives operating under the respective ENLACE in Albuquerque components. Outcome data for these initiatives are provided in the sections below. II.B.1 Family and Community Education The Family and Community Education component is comprised of two programs: Family Centers and Educational Access Rooms (EARs). During this reporting period, an ISR researcher conducted a case study on the family center located at Albuquerque High School. In addition, the ISR staff collected general findings on the EARs program, which underwent reorganization during the latter part of this reporting period. The ISR research findings for both of these programs are provided below. II.B.1(a) Family Centers. During this reporting period, the ISR staff conducted a comprehensive review of all student files obtained from Family Center staff during the academic year 2001-2002. Original files were copied at the ISR and then returned to respective Family Centers. A summary of research findings from this file review (provided below) was intended to help the Family Centers improve their various data collection processes by providing suggestions and encouraging feedback from staff members in according with this review. By working in tandem with the Family Centers, the ISR staff felt confident that the overall data collection process could be improved, resulting in a true and accurate report of the Family Centers impact on students and families. Moreover, by implementing the ISR suggestions noted in the summary, the Family Centers could better expose their best traits (see Program Strengths). In fall 2002, Donna Navarrete, an ISR researcher, conducted a case study of the Albuquerque High School Family Center as part of an academic course requirement pertaining to her doctoral studies in education at the University of New Mexico. The research question that framed the study was, How does parental involvement contribute to minority student retention? A summary of research findings from this study is provided in Appendix B. ENLACE FAMILY CENTERS: RESEARCH FINDINGSProgram Strengths Family Center files helped to identify barriers and obstacles that high school students are encountering in their academic as well as home and community environments. Family Center files revealed that a strong effort was made by staff to establish linkage with other ENLACE Programs (e.g., Educational Access Rooms [EARs]). For the most part, the ISR staff found the Family Centers files to be well organized. ISR Suggestions More focus is needed on making logical connections between students concerns and the action steps taken to remedy the situation. Action steps should be a road map of actions taken by Family Center staff to correct the problem the student(s) initially sought help for. In a number of files, Family Center staff offered much insight concerning their personal views about prejudice issues, ethnic conflicts, unfair practices, etc. While these insights are important and valuable, this information does not follow a logical path from the concern. By linking concerns and the action steps in a logical, consistent manner, the ISR staff can better assess the process that the Family Centers are addressing in terms of student issues and concerns. Example: If a student approaches a Family Center because they are having a conflict with a certain teacher, then some possible action steps would be: 1) set up a student/teacher conference and 2) notify parents of situation. Family Centers need to note the dates of student contact. Contact dates are crucial in tracking progress of individual cases. Example: Dates of student contact provide a record of when Family Center staff in helping to resolve student issues and concerns took action steps. Additionally, dates provide a timeframe of when Family Center services were rendered during the academic year. Status of Face Sheets Collected VHS Family Center: Of 39 student files provided, 32 (or 82% ) contained completed ENLACE Face Sheets. WMHS Family Center: Of 19 student files provided, 15 (or 80%) contained completed ENLACE Face Sheets.AHS Family Center: Of 23 student files provided, 7 (or 30%) contained completed ENLACE Face Sheets. II.B.1(b) Education Access Rooms (EARs). During this report period, ISR research and evaluation of the EARs program mainly involved classroom observations as well as regular meetings/correspondence with the programs director to gain updates and insight about the progress of program operations. The ISR outcome data reported herein on the EARs program are primarily qualitative and provide an important chronological record of the many difficulties encountered during this programs operational decline toward eventual elimination as an individual ENLACE program in spring 2003. As a result, oversight of EARs courses in progress during the Spring 2003 semester was assumed by administrators of the ENLACE Family Centers (see Section II.B.1(a) Family Centers, above). The research findings below include a table containing information about Hispanic high school students who received academic credit for successfully completing EARs courses during the spring 2003 semester. EDUCATIONAL ACCESS ROOMS: RESEARCH FINDINGSSpring 2002 The EARs were re-constructed to have more of an instructional format, rather than a one-on-one tutoring format. Overall, there appeared to be a breakdown in the student referral processthe EARs lack students. Most EARs courses have not yet been APS-approved for academic credit. Very face sheets have been collected from the EARs; the director began working toward the collection of more face sheets. Due to noise distractions, EARs classes held at the Los Duranes Community Center were moved to the Valley High School family center. During the visit to the World History class, Dr. Norris, Paula Morgan and Nicole Ryan gave presentations on Brazil and Virgin Islands. Additionally, a representative from the Latin American and Iberian Institute gave a presentation on Cuba. During the class, students listened but did not appear to be actively engaged. That is, the students were neither asking questions in class nor taking notes. In June, ISR staff observed the following: World History class at the Los Duranes Community Center; four students present (3F,1M): A) Professor Ed Norris conducted his classroom lecture in an extremely low voice; consequently, most everything he lectured about to the students was inaudible. B) Paula Morgan acted as an interpreter for the students, helping them to understand those particular items of Prof. Norris lecture that might be on the final exam. English Class held at the VHS Family Center; two students were present (2F). Paula Morgan held a class review for final exam. Algebra Class held at the VHS Family Center; two students were present (2F). VHS math teacher held a class review for final exam. ISR staff was not provided with an up-to-date list of EARs students list from the director. If this information is not provided, it will be extremely difficult to conduct any kind of outcome assessment. Fall 2002 EAR class schedule for Fall 2002 offered a variety of courses for high school credit: Math, English and World History at VHS Family Center; Biology/Environmental Laboratory, English, Math at Barelas Community Center; Government at West Mesa Community Center; and English at the Los Volcanes Senior Center. However, much effort on the part of the ISR staff was made in deciphering the final EARs schedule in order to schedule ISR observations at various locations. On 10/30, upon arriving at the VHS Family Center for class observation, an ISR staff member found that an EARs course had been cancelled for the day. Due to difficulty last semester in obtaining face sheets, the EARS coordinator attempted to work more closely with the ISR staff to streamline collection. Fall 2002 class roster showed that 43 students are enrolled in the EARs program. Fall 2002 ISR observations revealed high levels of absenteeism in EARs classes. Spring 2003 The table below shows the types of EARs courses offered to students attending the targeted high schools during the spring 2003 semester, along with the number of students (52) who earned academic credit applicable toward high school graduation requirements. The pie chart below depicts the percentages of students who earned academic credit in course subjects during spring 2003. As shown, courses in English and math held the highest percentage of students enrolled in EARs courses (41 and 31 percent, respectively), followed by history and economics (15 percent, total) courses. Science courses held the least number of students (13 percent). School Courses Number of Students Credit Earned Albuquerque HS English 1 0.5 Valley HS Mathematics 16 0.5 Biology 3 0.5 English 8 0.5 Environ. Studies 2 0.5 World History 7 0.5 West Mesa HS English 12 0.5 Biology 2 0.5 Economics 1 0.5 52 total  EMBED MSGraph.Chart.8  II.B.2 Retention The Retention component is comprised of five programs: Chicano Studies, Los Compaeros, Summer Bridge, UNM Student Success Diagnostic Counselor, and TVI Ambassadors. The main goal of these programs is to decrease the school dropout rate among Hispanic students. II.B.2(a) Chicano Studies. The Chicano Studies initiative focuses on cultural awareness through literature in Mexican/Chicano History and Hispanics in American History. The classes also incorporate novels and other literature written by Hispanic authors. The stated goals of the classes are to develop the leadership skills of the students, make them informed citizens, and increase their self-esteem. For the 2001-02 academic year, there were a total of 128 students enrolled in the four Chicano Studies classes; however, results of a quantitative analysis included data for only 56 students since only 56 face sheets were collected. The research findings below include results from interviews with two Chicano Studies teachers, as well as outcome measures for self-esteem, cultural awareness and activism as obtained from student surveys; descriptive characteristics are provided also. The ISR staff expects to complete a qualitative analysis of student surveys for same academic year by the next reporting period. Currently, the ISR staff is in the process of analyzing data collected for academic year 2002-2003; outcome data should be available by the next reporting period. CHICANO STUDIES: RESEARCH FINDINGSACADEMIC SCHOOL YEAR 2001-2002: I. Teacher Interviews At the end of the 2001-02 academic year, the ISR staff interviewed two of three Chicano Studies teachers; the third teacher did not respond to repeated requests from the ISR staff to conduct an interview. The objective of these interviews was to gain a better understanding of the programs progress through the teachers perspective. Teachers concerns about the program, as well as program strengths, are listed below: I.A Program Concerns The Chicano Studies teachers are not collaborating regarding the curriculum. It seems as though the teachers will continue using their own class design, regardless of the curriculum utilized by the other teachers. One teacher commented on the lack of resources for the class. There were not enough texts for complete class sets. One teacher mentioned that more out-of-class activities would be beneficial, as the students would be able to see Chicanos in action within their own communities. A lack of resources has prevented activities of this type. One teacher noted that student recruitment for this class was problematic. Counselors were not recommending the class or encouraging students to take it. The teacher noted that ENLACE recruitment efforts were weak. The element of community participation was absent from the class. One teacher would like the students to become more involved in community support and learn more about their culture (local art exhibits, crafts, activism). Support from the ENLACE staff is lacking. I really enjoy teaching the class, if ENLACE wants to be supportive, it would be nice. There needs to be more of a choice in terms of students selecting this class. That is, of the 38 students enrolled in one class, only 10 students selected class voluntarily; the remaining 28 students were placed into the class by school administration. There is no support system in place for obtaining new/relevant course materials. This program relies on a variety of first-rate, age-appropriate reading materials/novels by Hispanic authors (per one teacher). These materials could be circulated among all three of the sites in Albuquerque. The program lacks format and structure in working with the other Chicano Studies teachers. One teacher expressed a need for in-service days to develop and maintain collaboration of program objectives. I.B Program Strengths The texts used by the teacher were beneficial in that they differentiated different aspects of Hispanic culture rather than lumping them all together and calling them Spanish. Plans for next year include incorporating materials emphasizing tolerance. Course provides a good opportunity for Mexicano/bilingual/immigrant students to co-exist with New Mexican (Chicano/Hispanic/Latino) students. The class provides a good opportunity for diverse students to explore the ethnic issues that divide them on the WMHS campus. Course delivers a curriculum of Chicano Studies to students, not just a traditional curriculum. II. Quantitative Analysis Results The table below provides outcome measures for self-esteem, cultural awareness and activism. To measure change in levels of the students self-esteem, the ISR staff used the Rosenberg Scale (1965) as part of the surveys the students completed at the beginning and end of the academic year. The scale addresses how social structural positions like racial or ethnic statuses and institutional contexts like schools or families relate to self-esteem. The scale has ten questions scored on a Likert Scale (strongly agree, agree, disagree and strongly disagree). The possible scores range from 10 to 40. To measure change in levels of cultural awareness, the ISR staff used the Multi-Ethnicity Index Scale (MEIS). The scale incorporates measurable concepts such as ethnic identity search, belonging and commitment to their reported ethnic category. Almost all students (98.6%) enrolled in Chicano Studies classes were Hispanic. The scale is made up of 12 questions scored on a Likert Scale (strongly disagree, disagree, agree, strongly agree). The responses are scored with values one to four, respectively. Since many students either dropped or added the course between semesters, not all students completed both the pre and post surveys. Additionally, more end of year surveys (63) were returned than beginning of year surveys (56). There were 27 students who completed both surveys. The Matched Score columns include only the students who completed both surveys. The All Students column includes all students who completed a survey. Pre Chicano Studies Post Chicano Studies Matched Score (N=27) All Students (N=56) Matched Score (N=27) All Students (N=63) Self-Esteem (Rosenberg Scale) 32.8 32.8 33.1 32.2 Cultural Awareness (Multi-Ethnic Index Scale) 3.22 3.19 3.19 3.19 Leadership/ Activism (Self-Report) 53.8% 52.7% 45.8% 52.4% Plan on Attending 4-Year University (Self-Report) 44.4% 42.9% 52.0% 46.0% Plan on Attending 2- Year College (Self-Report) 22.2% 16.1% 12.0% 20.6% Have Taken the ACT (Self-Report) 3.7% 12.5% 12.0% 12.7% Plan on Taking the ACT(Self- Report) 77.8% 67.9% 60.0% 61.9% Participated in Extracurricular Activities (Self-Report) 28.6% Taking AP/ Enriched Courses (Self-Report) 25.0% III. Descriptive Characteristics (as of September 2002) N Minimum Maximum Mean Spring 2001 GPA 46 0.28 3.83 2.2742 Fall 2001 GPA 48 0.17 3.86 2.3171 Spring 2002 GPA 45 0.28 3.83 2.2529 Attendance Spring 2001 46 0.00 26.00 7.1078 Attendance Fall 2001 50 0.00 25.25 5.4969 Attendance Spring 2002 47 0.33 23.50 7.3963  II.B.2(b) Los Compaeros. Middle school students are often promoted based on the social promotion scale, which promotes students to higher grade levels based on factors other than academic ability. Consequently, many students are ill prepared for high school, resulting in high dropout rates in the ninth and tenth grades. The overall goal of the Los Compaeros mentoring program is to make middle school students more prepared for the rigors of secondary school by improving their literacy skills by enhancing their cultural awareness and self-esteem (excerpt from the ENLACE in Albuquerque proposal). To this end, the program links cultural awareness and self-esteem to literacy by utilizing culturally relevant literature and activities during the mentoring sessions. Further, according to the program mission statement, the goals of the Los Compaeros program revolve around meeting the following five objectives: Build self-awareness and confidence by facilitating one-on-one interactions with trained mentors; having students maintain personal journals and have students exercise creative and identity through exploration activities. Build and develop literacy and study skills by introducing new literature, poetry and writings. Additionally, students write their own personal essays and poems. Enrich cultural identity of the students by providing Hispanic literature and art workshops. Ultimately, the program intended to place a visual picture in students mind of higher education and the life rewards involved with education. Providing field trips to the University of New Mexico and to Santa Fe during the New Mexico Legislative Session served this purpose. In working toward these objectives, to build leadership skills among the university student mentors. Mentee Selection Process. During this reporting period, the Los Compaeros program coordinator worked with each of the schools in identifying at least 60 students, 20 from each school, who were eligible to participant in the program. Eligibility considerations included school administrators description of students in the highest and lowest quartiles who are already receiving services from other agencies and organizations. Hence, to avoid duplication of services at the targeted schools, Los Compaeros selected Hispanic students from among the third quartile; that is, those students who earned composite scores between 25 and 50 on the Terra Nova test. Methodology. The evaluation of the Los Compaeros program utilized several research methods, which are outlined below. First, however, it is important to acknowledge why the ISR staff chose these methods and not others. In other programs, the ISR staff relied on direct observations and field notes as a source of qualitative and contextual information. However, in this program, since the activities were conducted one-on-one, an outside observer would be obtrusive and disrupt the dynamics of the one-on-one interactions. Therefore, in order to capture this invaluable qualitative information, researchers instead conducted two focus groups with program participants at the end of the school year. Additionally, the ISR staff attempted to conduct interviews with school administrators (principals, counselors, teachers, etc) from each of the targeted schools; however, only one interview was obtained from a school counselor who had worked closely with the program. This counselor was the only potential respondent (out of seven) to return phone calls from ISR staff. Other methods are described below. Training Observation. An ISR observer attended the mentor training in the capacity of an observer and a participant. The purpose of this activity was to meet the mentors and to observe training activities and materials. Mentor Surveys. At the mentor training, each of the mentors was given a survey that asked about their motivations, ambitions and perceptions of what an ideal role model/ mentor would have. The purpose of this survey was also to assess the qualifications and screening techniques implemented by the Mentor Coordinator. Focus Groups: Two focus groups were conducted, each with 6 students from the program. The groups were structured to obtain qualitative information, such as mentoring activities, perceptions of the mentors as role models, cultural awareness and literacy. These groups were conducted in place of direct observations, since they would have been inappropriate for this program. Parent Surveys: Surveys were distributed to all the parents of the Los Compaeros program. The purpose of the survey was to determine if the parents had noticed any effect on their childs self-esteem, schoolwork and overall interest in education as a result of participating in this program. Program Survey: The program coordinator was administered a comprehensive survey regarding the various program components and techniques. This survey was administered to all program coordinators in Albuquerque. Official Educational Data of Mentors: Since all mentors were students at the University of New Mexico, we obtained their official GPAs. This measure was taken to assess the academic performance of the mentors. Official Educational Data of the Mentees: The program proposed to increase the literacy levels of the selected students, so the ISR staff collected GPAs and Terra Nova scores of the students for time periods before and after their participation in the Los Compaeros program. Additionally, the ISR staff collected attendance measures for the students. After only one year in operation, it is too early to determine if the Los Compaeros program is reducing the dropout rate for Hispanic students. However, during this reporting period, it was possible for the ISR staff to assess the program in terms of cultural awareness, literacy levels, self-esteem and levels of interest in school. Both quantitative and qualitative research findings compiled by the ISR staff during this reporting period are provided below. Los CompAeros: RESEARCH FINDINGS The program recruited 62 students. Three of them transferred schools or moved away during the first year. The ISR staff was able to collect official academic information on 58 of these students. The following outcome analysis is based on data gathered from these 58 students. Also, since the mentees are in the sixth grade, they did not have measurable GPAs for the previous year. In the table below, the mentees average number of absences and grade point averages are reported for the two semesters that Los Compaeros mentored them. . As noted earlier, an effective mentoring program requires the close collaboration of four major components: mentors, mentees, parents of mentees, and the host school administration. Research findings pertaining to these components are provided below, along with discussions about program concerns and areas of improvement. Mentors As the table below shows, the mentors had an average GPA of no higher than 2.5 during this reporting period; in fact, three of the mentors had GPAs of less than 2.0. Year 1 Fall 2001 Spring 2002 Avg. GPA Avg. GPA All Mentees All Mentors 2.35 2.43 Further, mentor surveys revealed that only one of the current mentors will return for the next academic year (2002-03), as some mentors have dropped out of school while others are pursuing different job opportunities. Consequently, student mentees will have to become familiar with a newly hired mentor, which may delay or even restart the mentoring process. During the focus groups, the mentees unanimously expressed their desire to keep the same mentors for next year. As an aside, best practices stipulate that the mentoring process is an continually ongoing, and maintaining the same mentors is crucial. Now, given the current circumstance of losing mentors from the Los Compaeros program, mentees will most likely not be paired with their same mentor for the next academic year. II. Mentees As stated before, direct observational sessions were not conducted for this program. Rather, two in-depth focus groups were utilized to gather information on the students perceptions of: the mentors; the activities; academics, Hispanic culture and self-esteem. Each of the groups included very participatory students who were very eager to provide their perspectives about the program. The following sections reflect the topics of discussion used in the focus groups. II.A Mentoring Activities. The first category of questions asked about the specific activities the mentors did with their students. Mostly, they worked on art projects, worked on homework assignments, played basketball or other games. The mentor coordinator explained that the activities reflected what the student needed. If the student was behind in his/ her class work, the mentor would help him/ her catch up. Or, if the student wanted to talk about personal issues, the mentor and student would talk while playing basketball. The students commented on some activities in particular. One was called the House Project. During this activity, the students were to cut photographs out of magazines that showed how they would decorate their dream house. The students would cut out stereos, computers, video game systems, expensive furniture and sports cars. The students glued images to paper and thus, created their dream house. After the house was created, the mentor would ask the student, Now, how will you be able to get all of this? The reply was Go to college! Through this activity, the mentors were trying to associate a college education with material achievement and create an interest in pursuing higher education. Other favorite activities were field trips to the University of New Mexico (UNM) and the New Mexico State Legislative Session. Most of the students were able to attend the UNM trip, which included a tour of the campus and UNM merchandise. The students were able to see college students in class and see some of the university facilities, such as the gymnasium, library and classrooms. The trip to the NM State Legislature was not attended by most of the students, but those who did make the trip said that they enjoyed meeting politicians and other important people. This trip gave students the opportunity to see Hispanic leaders in critical roles in the state government. II.B Hispanic Culture. When discussing Hispanic, the students appeared confused and looked to each other for reassurance, as they were unsure of the question matter I have a Spanish class, does that count? Students described that their Hispanic culture is important and they wanted to learn more about it, but it wasnt actively addressed in the mentoring activities. However this isnt to say that mentors were ill equipped to deal with such a topic. Before mentors were assigned to the schools, the ISR staff asked them What activities could you do that would provide students with information regarding their culture and heritage? Their responses are listed below. Book readings, going to mural sights, movies, music Reading, museum visits, guest speakers, talking with each other, field trips, the Internet, drawing, music . . . Reading books, field trips to different places, games. Field trips, Chicano/ Mexicano literature, art, music, history of us. Art activities, Spanish conversation and most definitely muralism as an educational tool. Activities such as watching/recommending movies, books, events. The mentors worked with the students to create a large mural. However, it was unclear to the students (as gleaned from the focus groups) how this was tied to Hispanic culture and literature. Regarding the activities listed above, the students stated that they didnt read books by Hispanic authors, go to art workshops or discuss Chicano history. It was also apparent that some mentors dealt with cultural issues whereas others did not. II.C Relationships with Mentors. An essential ability of the Los Compaeros mentors is to build positive and long-lasting relationships with the students. As gleaned from the focus groups, it appears as though this has taken place. Students made statements such as, The mentors understand us; She is funny, easy to talk to and we have fun I can tell her things that I cant tell my parents. The students regard their mentors as family members outside the household, someone they know they can trust. Additionally, the mentoring pairs have similar interests. Our personalities are the same, we like the same music and stuff. When asked, the students all exclaimed that they wanted the same mentors next year. They also stated that they wanted to spend more time with the mentors, maybe up to twice a week. II.D Academics/ Literacy. Although a main focus of the program was to increase literacy levels for the students, the program coordinator made it very clear to the school administrators that Los Compaeros program was not a tutoring program, and the activities would not be focused on the students homework assignments and class work. But, if a student was getting significantly behind, the mentor would assist in catching up. During the focus groups, all of the students said that the mentors helped raise their grades. Yeah, the mentors help more [than my parents] because my parents dont really know how to do the stuff Im doing and the mentors do. All of the students in the focus groups stated that the mentors helped them raise their grades in reading, math and social studies. III. Parents of Mentees The ISR staff designed a survey for parents, which was translated into Spanish. The survey asked questions regarding what the parents knew about the program. Additionally, the survey asked whether or not the parents had noticed improvements in various aspects of their childrens academic ability and self- esteem. The program staff distributed the survey rather late in the school year; as a result, the ISR staff was only able to collect 14 completed surveys. Only one survey was completed in English. While all the parents knew their child had a mentor, only four of them (28.6%) had actually met them. However, most parents (71.4%) stated that their child talks to them about their mentor, and even more (85.7%) stated that their child talks to them about the activities they do. The parent survey asked whether they had noticed improvement in their childs quality of homework, general interest in school, reading ability, grades, interest in Hispanic culture and self-esteem. Their responses are illustrated in the table below. Did parents notice a change in Yes No Dont Know Quality of HW? 11 (78.6%) 3 (21.4%) 0 (0.0%) General Interest in School? 11 (78.6%) 2 (14.3%) 0 (0.0%) Reading Ability? 12 (85.7%) 2 (14.3%) 0 (0.0%) Grades? 12 (85.7%) 2 (14.3%) 0 (0.0%) Interest in Hispanic Culture? 10 (71.4%) 2 (14.3%) 2 (14.3%) Self-Esteem? 10 (76.9%) 0 (0.0%) 3 (23.1%) One interesting observation emerges from the above table. Most parents (71.4%) stated that they had noticed a higher level of interest in Hispanic culture as a result of the program. However, during the focus groups, the conversation seemed to stall when the facilitator brought up Hispanic culture and art. Overall, the emphasis on Hispanic culture and art seems to be the weakest area of the program, but the parents say they have noticed a significant change. III. School Administrators The programs greatest obstacles were made apparent via the interview with the head counselor at one of the schools and through various administrative meetings. The lack of communication between the schools (teachers, administrators) and the Los Compaeros staff lead to several issues in the beginning of the programs implementation. Most of these issues, however, were solved during the course of the year. Program staff is also considering these obstacles when making plans for next year. One major issue was that teachers were reluctant to allow their students to be pulled out of class because they did not know about the program. Consequently, some teachers did not allow the mentors to pull the student from class. Also, teachers did not want students to be pulled out if they were behind in their class work or if the teacher felt that the student must not miss the instructional time. The school principals, during administrative meetings, also mentioned this concern. They noted that the teachers didnt know what was going on and they were complaining about students missing class time. They also suggested ways to resolve the issue for next year. All of the mentors will be introduced at the first faculty meetings at all the schools next Fall. During the interview, the counselor expressed that she wanted to be sure that the benefits of the mentoring program outweighs the risks incurred by removing the student from class. The counselor noted that many deserving students are being excluded from the program, due to not enough mentors. She also stated that many of the selected students were more high-need that originally expected and more appropriate students were left out. She also suggested increasing the amount of mentors, because their caseload was too big. When comparing the Los Compaeros program to other mentoring/ tutoring programs on campus, she said it was very similar. She noted that the only unique feature of this program was its link to the University. [It should be noted that the students only went on one field trip to the University]. One component of the interview was an ENLACE Collaborative Questionnaire, in which the respondent was asked questions about the ENLACE collaborative effort. The counselor noted that she wasnt aware that the program was a statewide effort. Nor did she know about other ENLACE projects in Albuquerque. Further, she stated that she was unclear about her role in the overall ENLACE project. IV. Program Concerns/Areas for Improvement Over the past academic year, many concerns have been revealed through our comprehensive evaluation, many of which have been recognized by school administrators as well as program staff. Both entities have already begun working together to resolve these issues. Teachers and other school staff have expressed a concern over students missing instructional time inside the classroom. School staffs want to make sure that enough tutoring support is being given, so students do not fall behind. Further, due to the mentors schedules, the students are often pulled out of the same classes. The program is working on developing rotating schedules to help eliminate this issue. Additionally, some mentors are now available after school for tutoring, which should help keep students from falling behind in class. Mentor Retention: Research has shown that mentor retention, although essential, is one of the largest obstacles when implementing an effective mentoring program. In the Los Compaeros program, we have noted that five of the six mentors will not be returning after the first year. This issue is hard to deal with, especially when mentors are students who may graduate, transfer or drop out. One suggestion could be to use mentors who have more time before finishing their degree, but it runs the risk of hiring mentors who are unqualified or immature. Finding qualified mentors and keeping them entails maintaining a fine balance when working with at-risk youth. Cultural Relativity: When discussing culture and heritage, students were confused and unsure during the focus groups. Although some students spoke vaguely of Chicano history, the students said that they did not work with Chicano art or literature. Since increasing cultural awareness through art and literature was a stated objective of the program, the mentors may consider incorporating more proactive methods of discussing culture and heritage during the mentoring sessions II.B.2(c) Summer Bridge. The goal of the Summer Bridge program is to help prepare middle school students for the rigors of high school by increasing reading levels and familiarizing them to the high school and college environments. While program classes are held on actual high school campuses, trips to UNM/TVI help to provide students familiarity with their potential for high school completion and college attendance. The program grants a reading elective credit towards high school graduation based on test scores and class material. Further, based on reading assessment scores, literacy instruction is customized to individual student needs and is assessed in a pre/post-test fashion using the Reading For Understanding (RFU) assessment test. Moreover, relevant material is provided through texts written exclusively by Hispanic/Latino authors. Culturally relevant class materials are provided also, such as The House on Mango Street by Sandra Cisneros. During this reporting period, data collection by the ISR staff included official school records and test scores. In addition, the ISR staff observed all three classrooms bi-weekly, administered surveys to students at the end of the program, and conducted telephone interviews with all the three teachers. Research findings for the Summer Bridge program at provided below. SUMMER BRIDGE: RESEARCH FINDINGSPretest and Post Testing Findings Table 1, below, shows scores of the entering reading level of the cohort and the scores of the students at the conclusion of the course (N= class size). Table 1 Pre- Test Post- Test School N= Average Score Below 9th 9th 12th N= Average Score Below 9th 9th-12th Albuquerque HS 14 5.5 100% 0 14 5.5 100% 0 Valley HS 16 6.3 87.5% 12.5% 16 8.5 56% 44% West Mesa HS 19 6.6 100% 0 18 8.0 78% 22% Each Reading For Understanding (RFU) score demonstrates grade level and month of the corresponding academic year. For example, a score of 9.5 would translate into grade nine, month five. As can be seen, the entering averages for schools in ascending order are WMHS, 6.6; VHS, 6.2; and AHS, 5.5. Percentages under each reading level correspond with how many students scores fall under each reading/grade interval provided. Table 1 reveals that all schools had a majority of scores falling under the 9th grade reading level. Moreover, the average scores for VHS and WMHS increased while the average score for AHS remained constant. The finishing averages for schools in ascending order: VHS, 8.5; WMHS, 8.0; and AHS, 5.5. Pretest and Post Testing Summary Table 2 provides the pretest and posttest averages of the RFU assessment test for all three targeted high schools. Altogether, there were 49 students at the three schools at pretest, but one student dropped out of the program before the ISR staff administered the posttest. Table 2 reveals that the school averages increased by an average of 1.1 points. Table 2 AGGREGATE RFU SCORES Pre-test Pre-test Post-test Post-test N= Average N= Average 49 6.2 48 7.3 Table 3 provides the number of students who received academic credit toward high school graduation requirements. The sample size (N) reflects all students enrolled in the program at the beginning of the summer. The students who dropped the course did so either before the pre-test, such as at VHS, or after pre-test and before the post-test, such as at WMHS. Credits received data for WMHS not available (NA). Table 3 SUMMER BRIDGE 2002 CREDITS RECEIVED School N= Dropped Full CR 1/2 CR No CR Albuquerque HS 14 0 14 0 0 Valley HS 24 8 12 5 7 West Mesa HS 20 2 NA NA NA Student Survey Responses Student quotes reflect some perceptions the students had about the Summer Bridge program. Excerpts taken from the student surveys are provided below: I thought the program was a great activity. It helped me out with a lot of things I didnt understand. I think that the trips to UNM shouldve been more fun and exciting because all we did was sit down and get lectured Reading everyday for at least 30 minutes or so improves your reading, vocabulary, and writing skills. IV. Teacher Responses & Recommendations The teachers from the three targeted high schools had this to say about the students and the program: I dont know if they would be thinking about a higher level of education [without this class]. They would just be thinking about going to the ninth gradeI think they are going to be more comfortable on the high school campus. [Its] very important that kids need to know what is there for them[fieldtrips] just need to be more organized[they] were just thrown together. I wasable to teach[a] small group [and that] really helped. I was better able to focus on the students as individuals. [Without this class], the students wouldve continued on their downhill skid of absences and reading. I wish I had more one-on-one conferences with each of my students to better address the individual needs of each student. I would like to see counselors in the classroom explaining to the studentsthe expectations of [them] when they enter the job field. V. ISR Recommendations Time used off campus, i.e. fieldtrips, should be used more productively. Utilizing on-campus resources such as libraries and computer labs may be more productive than just tours alone. The campus tours seemed to raise conflicting views on their use of time. Cooperation between teachers and between teachers and school administrators should be addressed. Lack of access to computer labs and libraries were issues that can easily be resolved by collaboration between ENLACE staff and high school administrators.  II.B.2(d) TVI Ambassadors. Ambassadors at the Technical-Vocational Institute (TVI) provide Hispanic students with enhanced, individualized support by implementing an early identification system that consists of four components: drop-in clinic, student portfolio development, intense counseling, and referral. In addition, the Ambassadors have established a highly organized filing system for maintaining pertinent information on each student to monitor their academic progress more efficiently. Specifically, the Ambassadors serve in a drop-in clinic by assisting each student in creating a comprehensive portfolio that includes a personal essay, resume, recommendation letters, capacity matrices, personal/academic accomplishments, and activities calendar. Further, Ambassadors provide intense counseling, including academic advisement as well as dissemination of pertinent information with students about their academic process, study plans, and the most efficient means of academic processing through the bureaucratic educational system. During Summer 2002, the ISR staff conducted a comprehensive review of all student files held by TVI Ambassadors for the academic year 2001-2002. The purpose of this review was to help improve data collection and program implementation. Original files were copied at the ISR and then immediately returned to TVI. This file review summary is intended to help the TVI Ambassadors improve their various data collection processes by providing suggestions and encouraging feedback from the Ambassadors in accordance with this summary review. That is, by working in tandem with the Ambassadors, the ISR staff is confident that the overall data collection process can be improved, resulting in a true and accurate report of the Ambassadors impact on TVI students and particularly, those fellows attending TVI on ENLACE scholarships. Moreover, by implementing the ISR suggestions provided with the research findings, below, the Ambassadors can better expose their best traits (see Program Strengths). TVI AMBASSADORS: RESEARCH FINDINGSI. Program Statistics: Fall 2001Summer 2002 The following data are based on two sources: a) a list of GPAs for scholarship recipients, provided by Pam Olsen at TVI; and b) student files maintained by TVI Ambassadors. I.A TVI Student GPAs. The average grade point averages (GPAs) of ENLACE scholarship recipients at TVI, over the course of three consecutive terms, increased from 3.26 to 3.50 on a 4.0 scale (see figure below).  EMBED Excel.Chart.8  I.B File Maintenance Status. By the end of May 2002, Ambassadors had generated student files for 16 of 23 (70%) ENLACE scholarship recipients. At the time of this report, the Ambassadors lacked files for 7 of 23 (30%) scholars. (File numbers are minimal counts based on file entries; files may not have been systematically collected.) Student File Review. As a result of an extensive review of student files, the ISR staff found that there were a total of 63 contacts made with 16 scholarship recipients for an average of 4 contacts per student. This average exceeds the minimum number of contacts (3) to be made by scholars as a condition of their award. Moreover, 14 of 16 (88%) scholars met or were contacted 3 or more times by TVI Ambassadors while the remaining two scholars met or were contacted either once or twice. Student Services. Student files revealed that the TVI Ambassadors provided a wide variety of student services to TVI scholarship recipients, including but limited to: portfolio/resume development and maintenance, financial aid/scholarship research and form preparation, and present/future academic planning. HTP or UNM Referrals. Student files revealed that the TVI Ambassadors informed 9 of 16 (57%) scholarship recipients about transferring to UNM and/or the Hispanic Teacher Pipeline. However, the remaining 7 scholars received no information regarding either HTP or UNM transfer procedure. I.C TVI/UNM Enrollment. At the time of this report, 11 of 16 scholarship recipients were continuing their academic studies at TVI on scholarship. One returning student was ineligible for the ENLACE scholarship for the Fall 2002 academic term. TVI staff were unable to determine the exact whereabouts of five previous scholars; they are neither at TVI nor UNM. Program Strengths II.A Contact Log. The TVI Ambassadors took great care in documenting their contacts with scholarship recipients. Specifically, the ISR staff used these logs to determine whether the number of reported contacts with scholarship recipients adequately met the minimum number of three (3) contacts per term required of all scholarship recipients II.B Enrollment Status. The Excel spreadsheet generated by Pam Olsen (TVI) was very helpful in determining, at a glance, where the TVI scholarship recipients were in terms of their course of study. In addition, this spreadsheet makes for easy reference those students who are close to completing their studies at TVI and who should be receiving intense counseling from TVI Ambassadors regarding their potential transfer to UNM. III. ISR Recommendations UNM Transfer Plan. The ISR staff recommends that the TVI Ambassadors develop a plan that 1) routinely identifies TVI fellowship recipients nearing program completion, 2) offers academic program advisement to these scholars regarding transfer to UNM, and 3) offers financial advisement to these scholars regarding transfer to UNM. UNM Referrals. The ISR staff recommends that the TVI Ambassadors develop a plan to regularly inform all TVI fellowship recipients about transferring to UNM and about the Hispanic Teacher Pipeline, another ENLACE initiative.Student Files. The ISR staff recommends that the TVI Ambassadors maintain the minimum number of contacts (three) per term with all TVI fellowship recipients. II.B.2(e) UNM Student Success Diagnostic Counselor. According to the ENLACE proposal submitted in Year 1 to the Kellogg Foundation, the University of New Mexico loses over 32% of its entering Freshmen after only one year of study. Further, 60% of these students drop out because they are failing. To this end, ENLACE in Albuquerque funds a Student Success Diagnostic (SSD) Counselor to develop and implement a program that identifies at-risk Hispanic students who have graduated from the targeted high schools (Valley High, West Mesa High and Albuquerque High Schools). The SSD counselor works with a smaller caseload than traditional counselors, which allows for more individualized and intense support. The SSD counselor implements a retention program that consists of four major components: Identification: Using data collected locally, a research team was able to identify risk factors for incoming freshmen. These factors included college preparatory courses in high schools and ACT scores. Ideally, the Counselor would use this information to identify incoming freshmen who were considered at-risk of dropping out of college. Review: Once a pre-identified student enrolled in classes, the SSD Counselor would periodically collect information on the students academic progress from the students professors and instructors. This reporting system will allow for the counselor to identify students who are having academic difficulty. Counseling: In addition to academic advisement, the students will have access to the counselor in order to ensure the student is meeting core requirements. Additionally, the SSD counselor will work with the students on scholarship applications, financial aid, study habits and time management skills. Referral: When problems are identified, the counselor can then refer students to the academic advisement office, or a number of tutoring or mentoring programs on campus. For example, El Centro de la Raza, a Hispanic student resource center, offers mentoring and tutoring services. In sum, the SSD Counselor serves as a primary support agent and an advocate for incoming freshmen. By integrating new students into the college community, they have access to a more comprehensive, culturally sensitive social support network. Methodology. During this reporting period, the ISR staff conducted a comprehensive evaluation study using a variety of conventional research methods to assess the programs implementation process and impact measures. Research methods are described below: File Reviews: The ISR staff reviewed the client files created and maintained by the SSD Counselor. The files contained information on client needs assessment, contacts and academic progress. Additionally, the files contained supplementary information such as emails to instructors and scholarship appeal boards. The ISR staff systematically reviewed all files held by the counselor. Official Data: Educational learning outcomes can be adequately measured using official school data, such as grade point averages. In congruence with FERPA guidelines, the ISR staff was able to access the official school data for the program participants. We were able to assess changes in GPAs and how many students were taking Introductory Studies (IS) courses. Interviews: The ISR staff conducted periodic interviews with the SSD counselor in order to track any changes in program implementation and goal description. Research findings, provided below, outline the SSD counselors activities as they relate to the four major program components (as described above). UNM STUDENT SUCCESS DIAGNOSTIC COUNSELOR: RESEARCH FINDINGSI. Identification The SSD Counselor obtained a list of all incoming freshmen who had attended each of the three targeted high schools. She filtered out students who were already part of a College Enrichment Program, leaving a potential pool of 106 students. In early October 2001, the SSD counselor contacted all of these students by mail and invited them to visit her office and create an action plan for their first year of study. She also followed up with a phone call. Of these students, 86 came in for advisement. It is somewhat hard to say if the proper students received services. Often, as research shows (Newman and Newman 1999), overachieving students will be more likely to seek academic support than students who would need it the most. The SSD Counselors selection process identified ALL incoming freshmen from the targeted schools regardless of high school preparation and ACT scores, which mixes high achievers with mid and low achieving students. However, it is only the first academic year of the program, and we may see that the most at-risk students received the greatest benefits. Table 1 shows the program participants high school cumulative GPA and their ACT scores. For comparison, Table 2 provides the same information for program non-participants. Table 1. Program Participants ACT Scores Avg. Cumulative HS GPA ACT Composite ACT English ACT Math ACT Science ACT Reading 3.20 19.75 18.95 19.47 20.24 20.47 (N=68) Table 2. Program Non-Participants ACT Scores Avg. Cumulative HS GPA ACT Composite ACT English ACT Math ACT Science ACT Reading 3.137 20.06 19.31 18.26 21.17 20.31 (N=37) In meeting the participants, the SSD counselor determined that 14 of 68 (20.5%) students were first generation college students. When a student responded to the invitation and came in to see the counselor, the following sequence of events would take place: The student would complete a Request for Services form and an informational release form (in accordance with FERPA 1974). The students were also required to sign a pledge, which outlined what activities the students would do to ensure their academic success. The Counselor believes, and is supported by research (Hernandez 1999), that a strong personal commitment is imperative to a students success. The students, under the guidance of the SSD Counselor, would complete a Plan for Success, where they would informally discuss the students study skills, test taking strategies and time management. The pair would then work on a plan to address whatever needs revealed during the discussion. The counselor would make another appointment to see the student to work on scholarship applications, financial aid and general follow-up. In New Mexico, many freshmen are able to attend college because of the New Mexico Lottery Success Scholarship. To become eligible for this scholarship, which covers tuition costs, a student must enroll in a New Mexico accredited public or private two or four-year college immediately after high school graduation (or GED). Students must earn at least 12 credits during their first semester with a minimum of 3.0 GPA in order to maintain the scholarship until the next semester. Students who provide documents proving personal medical conditions serious enough to prevent attendance or performance may be allowed to maintain eligibility. In order to maintain the scholarship until graduation, students must earn a minimum of 12 new, not repeated, hours with a cumulative of 2.5 GPA each semester (Lottery Success Scholarship WebPage http://www.unm.edu/~finaid/lottery.html). II. Review As was proposed, the counselor was able to track the students academic progress by distributing a progress report form to all the students instructors. This form was then to be returned to the counseling office. If the completed forms indicated that the student was experiencing difficulty, the counselor would contact the student directly (phone or e-mail). These forms are distributed at 4, 7 and 11 weeks. Of the 68 files reviewed, there were 56 progress reports returned. At least 10 of the students (14.7%) were taking Introductory Studies (IS) courses, and were admitted conditionally. Often, these courses do not count toward the students GPA, or scholarship requirements. III. Intensive Counseling The counselors position was designed to handle a smaller caseload, which would enable the counselor to provide more individualized support. With a caseload of 68 students, the counselor was able to make at least 321 contacts, averaging 5.01 contacts per student. Table 3 provides a breakdown of contacts by type. Table 3. Type of Contacts Type Raw Number Percentage of Total Face to Face 182 56.7% Phone Call 128 39.9% Other (Email, letter, etc.) 11 3.4% (N=68) Although not included in the above table, the counselor also made collateral contacts. Collateral contacts are contacts with people other than the student but in the students interest. For example, in many cases, the SSD counselor contacted the Scholarship Appeal Board on behalf of students who were in danger of losing funds due to academic requirements. Although the ISR staff did not systematically collect information on collateral contacts, we can state that the SSD counselor had a significant role in helping students maintain their scholarships. From the file reviews, the ISR staff identified at least 15 of the students (22.1%) were in danger of losing funds due to academic ineligibility. Other examples of collateral contacts include: Contacting the instructor or professor and asking them to change the students grade in order to maintain scholarship eligibility. Contacting the financial aid department to make sure all forms were turned in. The two most common contact types were face-to-face and phone calls, which made up the majority (96.6%) of all contacts. However, the number of contacts alone says little about the qualitative nature of the visits. More specifically, quantitative measures say little about the context of the contacts or what issues were addressed in each visit. Students came in to see the counselor with a variety of needs. Table 4 provides a breakdown of areas that students reportedly needed help with. To help address these needs, the SSD counselor referred the students to other campus organizations that are designed to address these specific issues. In addition, the counselor recommended various workshops offered by the University on test-taking strategies, time management and note taking. Further information on referrals will follow in Section IV, Referrals. Table 4. Students Reported Needs Students Reported Need Raw Number Valid Percent Financial Aid Application assistance 10 14.7% Note Taking 10 14.7% Scholarships 6 8.8% Test Taking Strategies 16 23.5% Textbook Reading 17 25.0% Time Management 16 23.5% Tutoring 30 44.1% (N=68) To develop a more contextual depiction of actual visits, the ISR staff collected information on what took place during each visit. The ISR staff collected qualitative information from the files contact notes and was able to enumerate how many times certain activities took place. Table 5 shows the most frequent activities that transpired with the support with the SSD Counselor. Table 5. Student Activities Activity Raw Number Valid Percent Helped student with financial aid applications 30 44.1% Helped student with scholarship applications 19 27.9% Emails to instructors (for grade change) 17 25.0% (N=68) Note: These figures were calculated by utilizing key entries in case files. They serve as a minimum, because some activities may not have been recorded in case files. IV. Referrals The SSD counselor referred students to other established programs on the University campus in order to address needs such as tutoring and mentorship. Table 6 lists the five most referred to programs. During a staff interview, the SSD counselor stated that when she makes a referral she actually walks the student to the programs location. Otherwise, she thought, the student would never get there because the campus is so large and intimidating to students. Table 6. Referrals Program name Program Type Raw Number Valid Percent Amistades Mentoring (minority oriented) 37 54.4% Center for Academic Progress and Support (CAPS) Tutoring 33 48.5% Student Support Services Tutoring/Mentoring/Advisement 32 47.1% One-to-One Tutoring/Mentoring 19 27.9% Student Success Center Tutoring/Mentoring/Advisement 12 17.6% (N=68) V. Program Impact Measures Of the 68 students included in the analysis, only two students were not retained for a third semester. However some students did transfer to the local community college, TVI. The two students that stopped attending either had a child or joined the military. Using official academic data, the ISR staff was able to measure the academic performance of program participants based upon their grade point averages (GPAs). Table 7 shows how the average GPA of program participants had a slight decrease from the fall semester to the spring semester. On average, the GPA of students decreased 0.301 points. Table 7. Participant GPAs Participants Fall 2001 GPA Spring 2002 GPA Minimum .000 .000 Maximum 4.041 4.073 Average 2.858 2.677 (N= 68) Table 8 below shows how many students (out of 68) had GPAs lower than 2.5. Typically, scholarships require students to maintain a GPA of 2.5 or greater. Table 8. GPAs of Participants less than 2.5 Students with GPA Less than 2.5 Raw Number Valid Percentage Fall 2001 14 20.6% Spring 2002 20 29.4% (N=68) Overall retention for freshmen is approximately 76 percent, while retention for program participants is over 95 percent. Although the program saw a high retention rate at the end of its first year, it is essential to study other factors affecting the retention rate. In Fall 2002, UNM celebrated one of the highest retention rates in NM history. A report conducted by UNM stated that overall enrollment is up from Fall 2001 and freshmen retention up to the third semester is at 75.8 percent. The dean of the University College stated that the high retention rate is due to multiple factors, including increased cooperation between Academic Affairs and various student affairs offices (Williams 2002). Also, during the academic year 2001-02, UNM began to implement its Freshman Learning Communities program, where students work, study and take classes together. It is unclear if any of the SSD Counselors students were also involved in the Freshmen Learning Communities. So many times, students drop out because they think that no one is there to help them, no one cares. When I greet students and speak to them, I want them to know that someone is looking out for them and that someone wants them to succeed. (SSD Counselor, interview excerpt.) VI. Conclusions/ Recommendations You cant be isolated in college, especially the first year. (SSD Counselor, interview excerpt.) ISR evaluation activities have shown that this program is based upon best practices and research. It has shown that more specialized services such as smaller caseloads, more contacts and referrals are positively associated with retention to the third semester. To reiterate, the SSD Counselors students are being retained at a higher rate than the freshman class, in general. Many of the program features implemented by the Counselor can be found in best practices. Based on previous research on college retention for minorities, the ISR staff can make some recommendations for the Student Success Diagnostics Counselor program. These recommendations are only suggestions that are subject to review for feasibility and logistics. Other campus groups may already address many of these recommendations. The solution may lie in taking fuller advantage of other campus resources. Assess study skills, time management, etc. in a more formal and standardized manner. There are inventories and assessment tools available. In many cases, incoming freshmen are incapable of effectively assessing their study skills (including time management, test taking, etc). Often, the argument is made that high school does not adequately prepare students for the rigor of higher education. They may think their study skills that were sufficient in high school will easily carry them through college, which may not be the case. We suggest that a standardized method be used to assess study skills for incoming freshmen. This would also prevent making unnecessary referrals. Encourage extra curricular involvement. In the future, the ISR staff will conduct interviews with the SSD counselor to assess how the program will change over the next few years. The Counselor stated (personal email) that she is still in contact with last years students and she is now welcoming aboard a new cohort. With this increase in caseload, the Counselor will inevitably be making changes to the program design. ISR activities will address how the program will change VII. References Hernandez, J.C. (2000). Understanding the retention of Latino college students. Journal of College Student Development. 41(6): 576-588. Newman, P.R. & Newman, B.M. 1999. What does it take to have a positive impact on minority students college retention? Adolescence. 34 (135): 483-492.Williams, A. (2002). Retention scores high in 02 statistics. University of New Mexico. Daily Lobo. September 19. II.B.3 Pathways to Teaching (Hispanic Teacher Pipeline). The Pathways to Teaching component is comprised of two programs: Champion Teachers and ENLACE Fellows. The main goal of these programs is to identify and nurture Hispanic leaders by encouraging middle and high school students and well as undergraduate college students to become licensed teachers in the State of New Mexico. II.B.3(a) Champion Teachers. A major goal of this program is to select outstanding Hispanic Champion Teachers to serve as mentors and role models for middle and high school students interested in pursuing a teaching career. An important component of this program is to provide Hispanic students who have leadership potential with early and continuous exposure to the teaching profession. At the start of this reporting period, the program administrator began working toward identifying outstanding APS teachers to serve as mentors and role models for a group of Hispanic students who had explicitly expressed an interest in becoming teachers. By fall 2002, the program administrator had selected and hired 10 Champion Teachers for the implementation of this program. Moreover, arrangements were in place for students to begin their shadowing of Champion Teachers during the fall 2002 semester. ISR evaluation of this program is ongoing, with staff assessing the placement of Hispanic students (1) in elementary school classrooms to help teachers and their students with academic work and (2) with teachers to assist with daily classroom activities. Moreover, the ISR staff is working to determine how observing activities of Champion Teachers and educational assistants effects students interest in teaching, and whether students develop leadership skills as they assist in guiding other students in their academic work. In January 2003, the ISR staff began collecting data for assessment of the projects overall goals and initiatives. Specifically, the ISR staff has conducted classroom observations and attended regular meetings with the programs director to gain updates and insight about the progress of program operations. The ISR staff expects to complete a full analysis of this program by the next reporting period; however, preliminary findings are summarized below. CHAMPION TEACHERS: RESEARCH FINDINGSProgram Description ISR data collected for this program revealed that 40 Hispanic students from targeted middle and high schools participated in the program as Shadows (students who shadow elementary school Champion Teachers in their respective school environments). The complete count of all Shadows (as of January 2003) is shown below: Truman M.S. = 8 West Mesa H.S. = 12 Albuquerque H.S. = 10 Washington M.S. = 3 Garfield M.S. = 7 Total: 40 Shadows As participants in this program, Shadows are required to maintain personal journals of their classroom experiences with their Champion Teacher(s). In doing so, teachers have noted specific themes arising in the students journals: Excitement about working with kids. The opportunity to observe teachers teach. Activities that theyre engaged in; being a teacher and a learner at the same time. Hands-on activities in math classes. Literacy skills (English and Spanish). Modeling (being a role model) for the kids. Mid-school kids enjoy hands-on learning (the opportunity to be in an actual classroom environment). Shadows are impressed with all the work involved with teaching and preparing to teach. Shadows show acknowledgement and respect for the hard work that teachers are required to do. Kids want more opportunities, are very motivated to come to their schools for shadowing even when they are off from school. One Champion Teacher stated that the Shadows are standing now on the other side of testing and, therefore, can really relate to the younger students nervousness about taking tests. Another Champion Teacher indicated that there are more teachers at her particular elementary school who are requesting to have a Shadow student in their classroom for assistance. Program Strengths ISR data collected during observations of program meetings revealed that the interaction among Champion Teachers was extremely supportive and dynamic with a strong sense of enthusiasm, particularly in their efforts to coordinate their students (Shadows) visits with classroom/school activities. Moreover, the ISR staff found a real sense of camaraderie among the Champion Teachersan understanding of program goals and a true commitment toward supporting the Shadows. In fact, many teachers indicated that they were having very positive experiences with the Shadows in their classrooms, as well as getting positive feedback from Shadows in terms of their program experience. Problems Encountered Bus Transportation. Observational data revealed that, during the fall 2002 semester, the Champion Teachers were faced with much difficulty in relying on bus transportation for their students to and from their shadowing sites. According to the teachers, sometimes the buses did not show up at the schools to pick up the students to take them to their shadowing sites; other times, the buses were late. In January 2003, during a program meeting, teachers expressed tremendous frustration about the poor bus service; notably that, the unreliability of the bus service places a huge burden on the teachers to get their Shadow students to and from the schools where they are scheduled to shadow teachers. To alleviate this problem, the program administrator stated that she would now be in full charge of organizing the busing schedule and would be working to get the buses to the right schools on time; she planned to contact the bus company directly regarding the upcoming school visit schedule for the spring 2003 semester. Shadows Inactivity. In early February 2003, the ISR staff reported to one of the programs elementary schools for classroom observations of the Shadow students; however, the Shadows never arrived from their middle school as scheduled. On the same day, the ISR staff reported the absence of Shadows to the program administrator. Reportedly, a miscommunication among school coordinators had resulted in the Shadows absence from their shadowing site on the same day the ISR staff visited the elementary school site. As a result, no observations of Shadows were conducted.  In late February 2003, the ISR staff visited another elementary school site for classroom observations of Shadows. On this day, ISR observations began late due to the late arrival of the Shadows, 30 minutes after the scheduled arrival time (8:30 am.). Moreover, the observational data collected on this day revealed that, of the six Shadows observed in their Champion Teachers classrooms, only one was seen to actively participate in classroom activities and/or was helping elementary students with their lessons. The five remaining Shadows were observed to be inactive and seemed to be bored with having little or nothing to do. II.B.3(b) ENLACE Fellows. This component is designed to assist up to 20 ENLACE Fellows by providing both financial and professional support to Hispanic Educational Assistants (EAs) currently employed in APS schools who are interested in acquiring their baccalaureate degrees in education as well as the State Teaching Licenses. Each academic year, ENLACE administrators of the Hispanic Teacher Pipeline select up to 20 Hispanic EAs as ENLACE fellows; typically, these fellows are employed in APS and have a strong interest in becoming licensed schoolteachers within APS. As ENLACE scholarship recipients, fellows receive financial and professional support to continue their teacher education at either the Technical Vocational Institute (TVI) Community College and/or the University of New Mexico (UNM). At the beginning of the academic year 2002-2003, the ISR staff administered a survey to current HTP scholarship recipients pursuing their education in teaching; 13 fellows provided survey responses (nine scholars are enrolled at the UNM and four are attending the TVI). Below are research findings based on survey responses from the 13 HTP scholarship recipients. ENLACE FELLOWS: RESEARCH FINDINGSFinancial On the survey, scholars were asked to discuss issues pertaining to their ability to pursue their education on a full-time basis. Results showed that, prior to receiving the HTP scholarships, most of the respondents inability to attend college full-time was primarily due to financial obligations (85%) and/or family and job responsibilities (70%). All of the respondents indicated that the HTP scholarship has, in fact, relieved the financial burden of full-time college attendance; i.e., making college more affordable. In addition, recipients reported that, as a result of having received scholarships, graduation from college is now expected sooner rather than Ethnicity On the survey, scholars were asked to discuss a number of issues pertaining to their ethnicity. First, when asked if ethnicity had affected their educational progress, nearly half (46%) of the respondents reported no affect while the remaining respondents referenced ethnic components, such as language and cultural barriers and racism, as having affected their educational progress. Second, scholars were asked to discuss the importance of having a teacher of the same ethnicity. Results showed that, in the past, 9 of 13 (70%) scholars neither thought about this importance nor were taught by a Hispanic teacher; the remaining four scholars were taught by Hispanic teachers who offered encouragement and understanding of the culture and taught Spanish and pride in the culture. Today, most of the scholars (77%) agree about the importance of having a teacher of the same ethnicity. That is, some scholars have really enjoyed being taught by someone of the same culture: I really enjoy being taught by someone of my culture. I think it really makes my goals seem more attainable. I enjoy having teachers who understand my background and can relate to me [I] appreciate different perspectives and diversity depending on the course (i.e., a Latina professor teaching a Mexican immigration course is important). While other scholars consider teachers of the same ethnicity to be valuable role models for students: Hispanic/Latino instructors are role models of what I can become. [It is] very important to see successful Hispanics in any profession. Hispanic teachers can show me methods/techniques to use to better teach Hispanic students. Understanding someone culturally is important; the key is not so much ethnicity but respecting cultural diversity. Finally, when asked about teaching students of their same ethnicity, 12 of 13 (92%) the scholars considered this scenario to be very important for a variety of reasons: Instill Cultural Pride I want to impart my cultural experience, instill cultural pride. I want to afford Hispanic Children the wealth of their own history enabling them a sense of connection to the world through academia. Encourage Higher Education I want to instill the importance of getting a good education. I want to encourage Hispanic students to stay in school and go to college. Act as Role Model Students need to see teachers from all minority groups (e.g., Hispanics, Native Americans, Asians). I want students to know that there are Hispanic women who are educated; and that all dreams are attainable. Educational Levels of Family Members On the survey, scholars were asked to describe the education levels of their immediate family and that of their extended families as well. In their immediate families, 11 of 13 (85%) scholars reported having immediate family members who graduated from high school, with over half of these members having pursued or now pursuing a postsecondary education. In fact, three scholars reported having at least one parent and/or one sibling who hold undergraduate or graduate degrees. Additionally, in their extended families, scholars reported a considerable range of academic achievement among family members, from little or no formal education up through the doctorate level. Educational History First, in terms of their elementary and mid-school education, most scholars (12 of 13) reported having had a positive learning experience and indicated that academic attainment was valued not only by parents but the community as well. Parents expected scholars to finish high school, and regularly encouraged educational attainment. In addition, these same scholars reported having had at least one role model as a teacher, including teachers of the same ethnicity. In high school, 10 of 13 (77%) scholars reported having had a positive experience in secondary education, with at least one teacher of the same ethnicity who acted as a role model. Noteworthy is that most of the scholars (11 of 13) reported that, although academic advisement may have been available at their high school, scholars did not actively seek advisement regarding educational attainment. In fact, only two scholars report ever having been encouraged by high school teachers/counselors to attain a post-secondary education, but at least five scholars developed a clear sense of importance of an education while attending high school. Conclusion Currently, the majority of teachers in New Mexico are White from middle and working class backgrounds, who often may know little about their diverse students' backgrounds. The statistics are telling: While 63 percent of New Mexico's public school students are non-European American, the teaching force is 72 percent European American. In 1998, while 49 percent of the total public school students were Hispanic, less than 25 percent of their teachers were Hispanic (NM SDE, 2000). To this end, the ENLACE Fellows program is aimed at providing financial as well as academic support (teacher preparation) for former EAs toward their induction as licensed Hispanic teachers in New Mexico. Key projected outcomes of the ENLACE Fellows Program include a measurable expansion in the number of qualified Hispanic teachers within the APS, and the creation and nurturing of a significant number of Hispanic teachers who plan to return to teaching positions within the APS. The research findings provided herein suggest that the HTP scholarships do indeed help to relieve some of the financial burden posed by attending college full-time; in fact, a number of recipients made reference to their financial inability to attend college prior to having received their ENLACE award. Further, these data revealed that recipients had little or no concern about the ethnicity of their teachers during childhood; however, the importance of having teachers of the same ethnicity tended to increase as recipients grew older and gained greater awareness as to the importance and value of their Hispanic culture and traditions. As college students, recipients acknowledged having reaped tremendous reward from teachers of their same ethnicity, particularly in terms of academic encouragement, cultural pride, and role modeling. Finally, these data revealed that the majority of the scholarship recipients came from families whose members graduated from high school and sought direct pursuit of either a successful career or a postsecondary education. The educational importance stressed in these families may account, in part, for the educational ambition of the scholarship recipients in their own pursuit of teaching degrees; as these data revealed, teachers and/or counselors seeded little if any ambition in these students during their high school years.Reference New Mexico State Department of Education. (2000). Data collection reporting unit: Annual report 2000.  II.C SOUTHERN NEW MEXICO ENLACE For some programs in the South that are still dealing with implementation issues, limited outcome data, if any, is available for the purpose of this report. Limited outcome data for those programs that are still in the process phase of evaluation will be based on qualitative data and will provide chronological documentation of the implementation issues that preventive successful service delivery. II.C.1 Leyendo Por Vida The Leyendo Por Vida currently exists at both Picacho Middle School and Mayfield High School. Americorps tutors are the key component in helping the program achieve its goals and objectives. The goals of the program as outlined in the logic model are to improve reading skills among Latino students at PMS and MHS; promote reading for enjoyment among Latino students at both schools by exposing them to Latino authors and literature; and increase academic achievement, graduation rates and college attendance among Latino students. During the last reporting period 2001-02, the program went through major changes that included a shift in philosophy and new eligibility criteria for program participants. Below are the grades and attendance breakdown for Leyendo por Vida students, for both academic years 2000-2001 and 2001-2002. Picacho Middle School Students (n=54, with face sheets)  2000-2001 2001-2002GPANot availableNot availableAttendance Rate97.396.9 Mayfield High School Students (n=25, with face sheets)  2000-2001 2001-2002GPA (4.0 scale).83.96Attendance Rate96.997.1 During this reporting period (February 2002April 2003), the ISR staff evaluation of the general Leyendo Por Vida program primarily involved observations of the tutoring sites as well as meetings and on-going communication with program staff. Based on these data collections, the ISR staff generated a chronological record (below) that not only depicts the challenges faced by the program but shows, how the program has changed since fall 2001. In addition, the ISR staff conducted interviews with the program supervisors at each of the school sites; an analysis of these interviews is summarized below. LEYENDO POR VIDA: RESEARCH FINDINGS1. CHRONOLOGICAL RECORD: Spring 2002 The program operated under a new supervisor. Americorps tutors expressed feelings of disappointment and dissatisfaction with the program; response rate for tutor surveys was very low. Site supervisors expressed lack of knowledge about specific and overall goals of ENLACE. To gather more information, the ISR staff made plans to administer a site supervisor survey the following year. For academic year 2001-2002, the program had a total of 112 participants but ISR staff had only 48 completed face sheets on record. After the ISR staff assisted program supervisors in obtaining missing data, a total of 89 participants were counted. Based on observations, the ISR staff recommended that the program staff find more effective ways to communicate with school and administrative staff, implement a written policy for the referral process, and develop a standardized process to streamline the students being referred. ENLACE administrators met with program staff and school administrators to outline program changes for the upcoming year. New goals, objectives and activities included the development of a program referral process, a greater collaborative effort with Parent University, the incorporation of the AP/AES model, and the redefining the role of the Americorps tutors to including mentoring. The new focus for hiring Americorps members would be to concentrate on quality versus quantity; hiring less tutors with more college experience. In regard to the referral process, program staff decided that the site supervisor and principal at PMS would now be responsible for program referrals; i.e., for determining which students met the criteria for program participation. However, the MHS site supervisor was clearly opposed to making referral decisions and, as such, the meeting members agreed to implement a standard referral applicationto date, no application has been developed for this purpose. Fall 2002 Americorps tutors continued their duties without assuming a mentoring role with their students; no mentor training had been provided and it was unclear how the tutors were to become mentors in addition to being tutors. At PMS, Americorps tutors provided before and after school tutoring services to students who were failing one or more classes; those students unwilling to make the effort to bring up their grades were weeded out of the program. In addition, there were no standard set of rules imposed by the tutors and, generally, tutors worked with any student who sought services, without screening them for the sleeper criteria. Also, students being served by this program at MHS were not necessarily the sleeper students that the program was designed for. According to Americorps members, the participants were selected from a last years participant list. This particular list did not weed out those students who were failing. Currently, there is no process by which to eliminate students from the program who do not meet the sleeper criteria. Program staff began planning for the Latino Literature component that was to be implemented three 7th grade classes in Spring 2003. To prepare for the start of the new component, the ISR staff asked the program staff to collect face sheets from those students expected to participate in the Latino Literature component. However, at the end of this semester, teachers expressed difficulty in collecting face sheets from their students.  Spring 2003 The first Latino literature class began, but no face sheets were collected from students; as a result, the ISR staff conducted classroom observations only. In March, before the two additional Latino literatures classes began, the ISR staff notified teachers via letter to reiterate the importance of obtaining the data forms (face sheet, consent form and survey) from their students. Approximately 150 students participated in the Latino Literature component but only 82 students completed a face sheet. The ISR staff administered a total of 90 self-esteem surveys but only 38 students completed both a pre and post survey. Data analysis on these surveys is currently in process; in addition, the ISR staff plans to request students academic records for the 82 students who turned in a face sheet. Outcome data is expected to be available during the next reporting period. ISR records indicate that a total of 207 participants were involved in the program (93 at MHS, 114 at PMS), excluding the 150 students who participated in the Latino Literature component. Of the 93 participants at MHS, 77 completed a face sheet; however, the Americorps tutors considered only 38 of 77 students to be active participants. At PMS, 102 participants completed a face sheet but the Americorps tutors considered only 74 of these students as active. The ISR staff plans to request academic records for all students who completed a face sheet. The ISR staff administered a survey to the Americorps tutors. Since the start of the school year (fall 2002), 16 Americorps tutors worked for the program; but, at the time the survey was administered, only six tutors were active at both sites. Additional surveys were mailed to the 10 Americorps tutors who had left the program. To date, the ISR staff has received only three completed surveys. The ISR staff expects to analyze the tutor surveys by the next reporting period. 2. SITE SUPERVISOR SURVEYS: Both site supervisors stated that the goal of ENLACE, i.e., to provide tutoring for students, was a program strength. A program weakness, according to one supervisor, is their lack of direct involvement in program decision-making. That is, Americorps members who work directly with the students need to have more influence on the decision-making process. Site supervisors saw the lack of Americorps members working for the program as an obstacle to the success of the program. Site supervisors described the level of support received from ENLACE very differently; one stated that the ENLACE staff was very supportive while the other expressed much disappointment. Neither site supervisor initiated any collaboration with other ENLACE programs. In terms of their roles and responsibilities, both supervisors felt that they were given too much responsibility in addition to their regular counseling jobs. In addition, their roles and responsibilities were not made clear from at the beginning of the school yearthe contract for their positions was not received until December 2002, midway into the school year. ISR Recommendations: This past year, the FYI office was responsible for supervising the site supervisors and creating their contracts. ENLACE administrators should be responsible for preparing and presenting contracts at the beginning of the new school year. ENLACE administrators should reconsider the extent of supervisors current job responsibilities, and agree on future responsibilities before putting it into a new contract. In the planning stages of this past year, both supervisors were very clear on how comfortable they felt recruiting students with the proper criteria for the program. One stated that she would certainly take on that responsibility while the other stated that she did not feel it was her position to determine who is college bound. Taking this into consideration, ENLACE administrators should work to create a standardized application process versus relying on the discretion of program staff. Regardless, it was the Americorps members who recruited participants to the program and it remains unclear if these recruits are indeed representative of the intended population. ENLACE administrators should consider establishing a Parent University office in each of the schools, particularly at Picacho Middle School. The program design is such that both PMS and MHS are the feeder schools for the Parent University program. However, the University program experienced a low response from parents at these schools and had to open the program up to other non-ENLACE sites. Locating a Parent University office in at least one of the schools could potentially increase family buy-in as well as communication and collaboration among the program staff.  II.C.2 tech Ed The Tech Ed program is intended to address the lack of reading skills and low reading levels among Hispanic high school students at Santa Teresa High School. To this end, the program goals are to increase the percentage of Hispanic students graduating from Santa Teresa High School, graduate Hispanic students with a grade-equivalent reading comprehension level of 12.9, and increase the number of Hispanics students seeking a post-secondary education. However, the program has not yet started and continues to experience implementation delays. Although the ISR staff has neither program evaluation activities nor outcome data to report at this time, the staff continues to maintain communication with the site supervisor/coordinator to document any progress to program implementation. Section III.B.2 provides more information about the current program status as well as some of the challenges faced by this program. II.C.3 Saber y Hacer The Saber y Hacer program has implemented a curriculum for grades 6 through 12 that is oriented toward higher education and helps Hispanic students develop the necessary skills, strategies and language for addressing with confidence any educational barriers they may face in new institutional environments. The goal is to engage Hispanic students in academic planning for achievement and learning strategies to successfully navigate through the collegiate system. In an attempt to assess the curriculum during the programs piloting phase, the ISR staff created a Saber Y Hacer pre- and post-survey. The purpose of the pre-survey was to find out what students knew about preparing for college before being exposed to the curriculum and how much their knowledge increased afterwards. In an attempt to prepare for the start of the curriculum in Spring 2003, the ISR staff administered the pre-survey in December 2002. It was only administered to the seven designated ENLACE classes at both the middle and high schools. Due to inconsistencies with the implementation of the curriculum and considering time and resources, the ISR staff decided not to administer a post-survey at the end of the year. However, the ISR staff plans to collect baseline data by obtaining official academic records for those individuals who have completed a face sheet for this academic year. Of the seven grade levels involved, a total of 78 face sheets were collected (18 - 6th grade, 6 - 7th grade, 10 - 8th grade, 32 - 9th grade, 8 - 10th grade, 2 - 11th grade, 2 12th grade). II.C.4 Parent University This program focuses on empowering families and initiating change within the community, it works to give parents knowledge of their rights and responsibilities in relation to their childrens education. As of this reporting period, this program is in full operation. During this current academic school year (2002-2003), program administrators made some changes in the curriculum, but they were in alignment with the established goals and objective of the program. These changes did not appear to interfere with the delivery of services. There were collaboration issues in working with the Leyendo Por Vida program and, due to low recruitment numbers from both PMS and MHS, the program was opened up to other non-ENLACE schools. During this reporting period, the ISR staff conducted a focus group that was held in Spring 2002 (summary of findings are provided below). The findings gathered from this activity provided the program staff with valuable information that was used to modify the program for the following year. As a result, the ISR staff decided that, rather than conducting another focus group, a Parent survey would be administered to identify the strengths and weaknesses of the program and how it could be improved. Of the 13 active participants in the program, the ISR staff received seven completed surveys and is currently working to analyze them. Academic records for participants children who are enrolled in school will be requested, regardless of whether or not they received tutoring services through the Leyendo Por Vida program. PARENT UNIVERSITY: RESEARCH FINDINGSFocus Group Spring 2002 The purpose of the focus group was simply to assess if the Parent University program achieved what they had intended to achieve. It was anticipated that the findings would help shape the program for next year. Overall, there were 14 participants and the focus group was conducted in both English and Spanish. The parent trainer served as the facilitator, with the assistance of ISR staff as co-facilitators. The parent trainer received basic instruction on how to conduct focus groups and felt comfortable doing so. How did the presentation today help you to better understand the overall goals of the ENLACE initiative? Slow response to this question, one parent commented that they really did not know what ENLACE was when they began the program. Based on the information you have received throughout the program, how do you feel the Parent University program ties into the overall goals of ENLACE? Parents stated, by empowering us and we are aware of what our students are doing, when you show interest it encourages the students. Having been involved in Parent University, you have a personal understanding of what the specific program goals are, how well were these goals met? Parents tended to drift from the question and responded by agreeing that the information gained through the program should be used for the good of the community. One parent stated that it is the parents responsibility to make a difference What were some of your personal expectations coming into this program? How were these expectations met? Most parents thought the program should involve more of hands on experience. One parent stated that although the modules offered good information, it lost its flare because they were just sitting there. This became especially boring for the kids. It seemed apparent that most if not all parents would like to see activities set up for the kids such as a Book Club, computer lab or vocational workshops. What obstacles do you have to overcome, as parents, to help your child succeed educationally? Language barrier This barrier is not only related to the English/Spanish language barrier but the general fear of speaking out. One parent stated that they personally felt the need to get past the embarrassment of speaking up. This parent also mentioned that this barrier was an obstacle for their children. Financial barriers- Parents mentioned the issue of time as it relates to their economic situation. Most parents are consumed by work and time is a factor in determining whether or not to participate in the program. Due to difficult economic situations, it is more important to consider work before the program. Also mentioned was the frustration that children feel as well, due to economic situation. Another barrier mentioned was the difficulty in getting both parties (mother and father) involved in the program. How has your involvement in Parent University affected your attitude toward the educational system? Has it affected your childs attitude? For example, have you noticed a more active interest in school because of participation? One parent stated that there was no major attitude change toward the school system, but they did feel a change within themselves as they felt a focus on responsibility. Another parent noticed a change in their childs attitude as they had become more confident. The change in attitude was partly attributed to the involvement in the Leyendo Por Vida program. Others comments included; I know I have the right to know. I know how to defend my son Our kids see that we are not giving up Having attended at least some of the modules, what information did you find most useful? What information are you least likely to use? Most everyone agreed that the modules were helpful, someone stated that they were perfect and another stated that they are better coping with and understanding their child Most parents also seemed to agree that dividing the English/Spanish groups was a good idea. Given some of the information mentioned regarding likes and dislikes, what do you think should be done to improve modules for the following year? Separate language groups District wide expansion Both parent and child attend the sessions More frequent and shorter sessions Send information about the program directly to parent; do not send home with the child. The overall referral process needs to be improved to include more parents. The overall goal of Parent University is to empower parents so that they may be advocates and active participants in their childs education. In what ways do you feel empowered? Comments included; felt more empowered and more secure renewing hope. know how help their child and are more comfortable going to speak with their counselor In final, parents agreed that they would like to increase communication among parents by perhaps starting a committee or at least passing out a phone list. Have we missed anything? Is there anything you would like to discuss before we close? No response In the 2001-2002 evaluation report, the ISR staff offered recommendations based on information gathered during the implementation process. These same recommendations are included in this current report and should be considered by the program staff in order to address collaboration and recruiting issues. As Parent University depends primarily on collaboration with the Leyendo Por Vida program and the Americorps members for parent referrals, it is clear that a more effective referral system needs to be implemented. Just as last year, the Americorps members did not use a standard form to formally refer parents to the program; such a form should be created. II.C.5 Exito The EXITO program is focused on addressing the problem faced by first year Hispanic students and their difficulty in making a strong connection to their college campus, resulting in low first year retention levels. The goal of this program remained the same as last year, which is to increase Hispanic retention at DABCC and NMSU by helping at 85 percent of EXITO students successfully complete their first year of college and to form successful cycles of mentoring that include both faculty and peer mentoring. At the end of the Fall 2002 semester, the ISR staff received had only received 13 face sheets, although 64 mentees were listed as program participants. Academic records requested on last years participant were received in Spring 2002. Less than 6 percent (13 out of 64) of the face sheets were ever received for year one. Hence, the ISR staff could not conduct a data analysis, as 6 percent is not representative of the entire group. For this reporting period, the EXITO program reports 33 active mentors and 32 active mentees. The collection of face sheets has improved and the ISR staff has obtained a total of 30 mentee face sheets. In addition, the ISR staff is in the progress of obtaining academic records for these students. At the end of the spring 2003 semester, ISR staff attended the final Mentor Breakfast meeting of the year. At this time, we administered the Mentor survey to those five mentors who attended. Twenty-two additional surveys were later mailed out. To ease the process of returning the surveys, Chicano Programs agreed to send out the surveys through their intercampus mail. Mentors were asked to return the surveys to Chicano Programs by May 31. To date, we have received eight mentor surveys total. The ISR staff also mailed out 30 Mentee surveys, which included self-addressed and stamped envelopes. The deadline for returning these surveys was also May 31. To date, we have received two mentee surveys total. II.C.6 Pathways to Success The Pathways to Success program works to increase the number of Hispanic students who, by participating in activities created by the DABCC Advocacy Team, benefit from the academic partnerships formed to create seamless transitions from selected associate degrees to selected NMSU baccalaureate degree programs. Since the last reporting period, the program has held four additional student orientations. These orientations were held in April, June and December 2002 and March 2003. The ISR staff never received a sign up roster for the April 2002 orientation and is awaiting the sign up roster for the March 2003 orientation to determine an accurate number of students who participated in the orientations. According to the records that are on file, 29 participants have participated in an orientation since Spring 2002 and of those 29 attendees, 14 have filled out a face sheet. To determine who has transitioned to NMSU, the ISR staff uses a list of names obtained from the program coordinator of those students who have received a $400 stipend. The stipend is only awarded to those students have committed to a 4-year program at NMSU. At this time, there are 8 students, 7 of which we have face sheets for, who have transitioned to NMSU. The program focus is placed on connecting DABCC transferring students to the EXITO program. However, the ISR staff has not identified any students who have participated in Pathways to Success and who have also connected to the EXITO program. II.D NORTHERN NEW MEXICO ENLACE Findings are reported using interview and observational data as evidence of change in school practices and student academic performance. Individual student outcomes are reported from survey data. Student Retention/Persistence College Track Cohorts In the first academic year of ENLACE in Northern New Mexico, student persistence in the college track cohorts was: 16 out of 20 at Robertson High School 23 out of 24 at Espaola Valley High School 23 out of 31in the combined Santa Fe cohort of students from Capital High and Santa Fe High Student cohorts are composed of underserved and underrepresented students who are performing in the academic middle of the range of students in a school. Students in the four schools were selected according to the criteria of the AVID program. "These are typically students who are first time college-goers in their families, low income and are capable of completing rigorous curriculum but are falling short of their potential." (http://www.avidonline.org, accessed on June 20, 2003) Students in the four high school cohorts moved from a general track to a college preparation track of courses, and also assumed greater academic course loads with the added ENLACE class. They also participated in tutoring sessions to support the additional courses and higher levels of academic challenge represented by advanced placement and college preparation curricula. AVID and LEAP Programs The AVID and LEAP programs establish requirements for student participation and improvement of grades in all subject courses. Figure 1 lists the responses given by students to a survey administered in the Santa Fe and Espaola cohorts at the end of the first academic year. Nineteen Santa Fe ENLACE student responses to a survey of attitudes about their academic performance and prospects for college indicate a generally positive set of attitudes and experiences (see Figure 1, below). The majority of students strongly agree with three statements. Eleven strongly agreed that, "I am more confident speaking in front of others" and, "I expect to go to college." Fifteen students strongly agreed with the statement that, "I am more confident that I'll graduate from high school." In combined responses of "agree" and "strongly agree," three statements were agreed upon by most of the 19 respondents. "I feel I am a better leader," (18 out of 19); "I am more confident speaking in front of others, (18 out of 19); and "I expect to go to college," (17 out of 19). These three response categories indicate a high level of confidence and expectation about college attendance. They do not indicate improved confidence in academic performance, a finding that is typical of the first year in a new program or transition to a new level of schooling. In combined responses of "agree" and "strongly agree," two statements were lowest in agreement in these two response categories. Nine students agreed or strongly agreed that, "I spend more time on homework." Eight students agreed or strongly agreed that, "I am a better writer." That is, while approximately half of the students agreed with these two statements, the responses were not as consistent across the cohort as responses to the other 17 statements. Combining "disagree" and "strongly disagree" responses, two of the 19 statements contrasted with the other 17 statements. A combined response of five on each of these statements was highest in its number of disagreeing responses. The two statements that five students either disagreed or strongly disagreed with were: "I am a better reader," and "I am a better writer." Of the remaining 17 statements, combined responses "disagree" and "strongly disagree" categories were zero, one, two, three or four. These two areas of disagreement may be significant in contrast to other statements because they indicate student concerns about their reading and writing skills, two determinants of academic achievement in high school.   EMBED Excel.Chart.8  To summarize, the nineteen students surveyed indicated an increased commitment to school and learning by their responses to their leadership and speaking skills and college plans. However, they are not as confident about their academic skills as indicated by less positive responses about their reading and writing skills. Twenty-one Espaola Valley High School ENLACE student responses to a survey of attitudes about their academic performance and prospects for college indicate a positive set of attitudes and experiences at the end of the first year (see Figure 2, below). Three statements were the highest in agreement as indicated by combined responses of "agree" and "strongly agree." Twenty students agreed that they take better notes in all their classes. Nineteen agreed that they feel more confident in all their classes. Seventeen agreed that they expect to go to college. The two statements with the lowest number of "agree" and "strongly agree" responses were: "I am more involved in extracurricular activities," (10 of 21) and "I am a better reader," (11 of 21). These lower number of agreeing responses in an overall set of strong agreement indicate that students are aware of their limitations as readers, and may also indicate a reduced level of participation in extracurricular activities to dedicate the school hours to academic work.  EMBED Excel.Chart.8  Because the 21 students responded positively, two statements with the highest combined "disagree" and "strongly disagree" responses are important to note. The statements are: ""I am more involved in extracurricular activities," (7 of 21), and "I feel confident taking difficult classes," (5 of 21). The remaining 17 statements received combined "disagree" and "strongly disagree" responses from one, two, three, and four of the 21students surveyed. To summarize, expectations for college-going increased among the EVHS ENLACE students, as well as their confidence in their course work. They take notes consistently as part of the AVID methods to improve academic achievement. However, they indicate less confidence in taking difficult classes and less agreement with their self-assessment as "better readers." These responses are consistent with a sudden increase in academic rigor of the college preparation curriculum. Confidence and college planning increased. Awareness of limitations in reading and demands of difficult classes also increased. While these may seem to be inconsistent responses, they indicate students' understanding of the significance of taking college preparation classes and their personal challenges to meet academic requirements. ENLACE/AVID Student Newsletter at Robertson High School Additionally, the ENLACE/AVID students at Robertson High School in Las Vegas created the ENLACE/AVID Newsletter and published two issues during the 2002-2003 school year. Students wrote articles about their ENLACE/AVID experiences. Parents, teachers, and administrators also reported activities and news from the ENLACE program. One student compared ENLACE/AVID to a video game requiring strategies to resolve conflicts, concluding that, "for now it's enough to say that the biggest comparison is that in both situations the students/players must know the rules of the game in order to be successful." Another student reflected on ENLACE/AVID from the student athlete's perspective and the challenges of organization and setting priorities. "For instance, should the athlete choose to go on athletic trips or stay at school and complete school work? Those are some reasons how AVID impacts the life of a student athlete." Describing AVID's reading enhancement techniques, a student wrote, "the three R's are for close reading for main ideas and the details, and then recite and review which is to 'test' the knowledge gained." Writing about "The perfect technique of note taking" a student described the use of Cornell notes in his math class. "In math, you do different problems and the technique for them is on the right side of the page. On the left side you can write about what the technique is for that problem, then all you would have to do is look to the right and you've got it." Another student wrote an article about students "taking charge" of tutorials and helping each other instead of relying on teachers and tutors. Describing the Socratic seminars that focus on ideas with each person contributing an opinion, a student wrote, "It has made me more confident in expressing my opinions freely." Comparing ENLACE/AVID to the MECHA (Movimiento Estudiantil Chicano de Aztlan) student group, a student wrote, "In the same sense, AVID is somewhat my familia. Mrs. Gonzales is teaching us to be all we can be and even more and to be proud that we are part of AVID/ENLACE." The ENLACE/AVID Newsletter at Robertson High School is a student-led effort to write about their learning and its effect on their habits and plans. It provides a way for students to express their feelings about school and to describe how they assumed responsibility for tutoring, homework, group discussion, and learning new techniques for studying and inquiring. The newsletter is mailed to legislators, community leaders, school board members and school administrators. Parental Involvement A survey of thirteen parents of Espaola Valley High School ENLACE/AVID students indicated consistently positive responses to seventeen statements about their children as a result of ENLACE participation (see Figure 3, below). Five statements were agreed with by 12 or 13 of the parents surveyed: "My child seems better organized" "My child talks more about going to college" "He/she seems more confident in school" "He/she works collaboratively with others" "He/she is a better leader" Because of the overall high level of agreement with seventeen statements, it is significant that parents indicated disagreement with three statements. Two parents expressed disagreement with: "My child is better in math" "I feel welcomed at the high school" "I attend the ENLACE/AVID parent meetings" Out of seventeen statements these three statements are the only ones that elicited a disagreeing response. To summarize, parents of ENLACE/AVID students observed changes in their children's attitudes about high school and college. They noticed improved organization by students and collaboration as part of the cohort. However, two parents do not feel welcome at the high school, two do not attend ENLACE/AVID parent meetings, and two parents do not agree that their children are improving in math. Parent observations of the school and ENLACE are generally positive. It is not possible to determine if areas of disagreement that reflect concerns with schools are related to ENLACE program participation or other school issues. Parents and the ENLACE/AVID teacher at Robertson High School organized an AVID/ENLACE parent group that meets monthly. After the initial meetings, parents now set the agenda and lead the meetings. Topics include reports about the program, ways that parents can participate, student presentations on AVID methods, and training parents to advocate for their children in the school. The small group of parents creates a comfortable forum for discussion and exchange of ideas. The Santa Fe ENLACE/LEAP program includes many parents who speak Spanish. Parent events are conducted in Spanish and English, often with simultaneous translation using a system of wireless microphone connection between translator and parents. The Director of Financial Aid at Santa Fe Community College conducted a financial aid seminar. After his presentation, many parents asked questions about income and citizenship reporting. The Director invited parents to meet with him and his staff to resolve any difficulties or questions that they would encounter regarding financial aid applications and sources. This session was an important breakthrough in parent engagement with the schools and community college. It was made possible by the ENLACE/LEAP presence that connected parents to the school and provided a forum for them to learn about financial aid and ask questions in their language.  EMBED Excel.Chart.8  College/University Eligibility & Success On May 1 and 2, 2003, Santa Fe Community College (SFCC) hosted the first annual conference entitled "Si Se PuedeReach Your Dreams." The purpose of this conference was to inspire and motivate middle school students to reach their dreams by graduating from high school and going on to college. The program was organized by SFCC staff, staff from the Santa Fe Public Schools Office of Student Wellness, the Hispanic Leadership Corps, and students from Capital and Santa Fe High Schools who are part of the ENgaging LAtino Communities for Education (ENLACE) program, which is funded by the W.K. Kellogg Foundation. The conference included two inspirational keynote speakers, one of whom was a graduating senior from Santa Fe High School; a tour of SFCC's campus that introduced students to various career programs; and student facilitated focus groups. The ENLACE students were trained to facilitate sessions with the middle school students in order to capture their perspectives on challenges and solutions to student retention and achievement. The sessions began with the showing of a 12-minute, youth-produced video titled "Abriendo La Ventana al Futuro." This documentary explores the challenges of education for Latinos in northern New Mexico. The video was followed by group discussions facilitated by ENLACE students. The discussion identified and explored the barriers to education for youth as well as ways in which teachers, families, and the students themselves can help to keep students engaged in school. The ideas of 200 middle school students were documented: 86 of those students were members of the Natural Helpers program, 114 were 6th graders from Ortiz Middle School's Los Amigos program. Of the 200 middle schoolers involved, 44 responded in Spanish, suggesting they are recent immigrants. Their responses were translated and integrated into the report that follows. Many students gave more than one response to each question, so the number of student responses varies from question to question. The middle school students were asked to respond to the following age-appropriate questions: What are some of the things that make it hard for you or other kids your age to stay in school? What are some things you can do to make sure that you and your friends stay in school? What does your family do that helps you to stay in school? What can your teachers do to help you and your friends stay in school? The data that was gathered from these focus groups was processed and is summarized below. ENLACE students, with the support of SFCC staff, analyzed the focus group data and developed 10 policy recommendations for the Santa Fe Board of Education based on the information gathered from the middle school students. These recommendations are outlined as follows: Policy Recommendations (Created by ENLACE students) Create a bilingual academy in the middle and high schools, which have a large immigrant population. The bilingual academies would provide the following: School orientationSpanish-speaking students need a thorough orientation to school programs in Spanish ESL classesStudents need a structured ESL curriculum, not just translations of material into Spanish Information on community and school resources for immigrants Institute a system whereby students evaluate their teachers. Student evaluations at the middle and end of every academic year would provide teachers and their supervisors with feedback on their performance. Create a reward system honoring exemplary students and teachers on a monthly basis. Mandate professional development for teachers in the following areas: Diversity and cultural competencyTeachers need to guide students to treat each other with respect Teaching with creativityTeachers need professional development so that they can approach old material in new ways and be enthusiastic Conflict resolutionTeachers need to know how to intervene when students are being harassed or bullied Provide financial incentives to teachers willing to stay during lunch and after school to provide academic assistance to students who need it. Create lab sections for the most difficult required classes (such as math, science, and social studies). These labs would provide opportunities for students who learn kinesthetically to apply the concepts they need to master and deepen their understanding. Create a bilingual academy in the middle and high schools, which have a large immigrant population. The bilingual academies would provide the following: School orientationSpanish-speaking students need a thorough orientation to school programs in Spanish ESL classesStudents need a structured ESL curriculum, not just translations of material into Spanish Information on community and school resources for immigrants Institute a system whereby students evaluate their teachers. Student evaluations at the middle and end of every academic year would provide teachers and their supervisors with feedback on their performance. Create a reward system honoring exemplary students and teachers on a monthly basis. Mandate professional development for teachers in the following areas: Diversity and cultural competencyTeachers need to guide students to treat each other with respect Teaching with creativityTeachers need professional development so that they can approach old material in new ways and be enthusiastic Conflict resolutionTeachers need to know how to intervene when students are being harassed or bullied Provide financial incentives to teachers willing to stay during lunch and after school to provide academic assistance to students who need it. Create lab sections for the most difficult required classes (such as math, science, and social studies). These labs would provide opportunities for students who learn kinesthetically to apply the concepts they need to master and deepen their understanding. Integrate diversity and cultural competency training into social studies classes at the mid-school level and teach it again at the high- school level, perhaps in the freshman orientation or health education classes. Compile a list of community resources that provide academic support and tutoring and distribute that list at the schools. Provide parent involvement information and training to parents of all public school students. Engage students and parents in clubs or activities connected with the public schools. Recruit and train community volunteers to tutor English as a Second Language Data Analysis of Si Se Puede Focus Group Data This section is a discussion of the focus group data collected during the conference. The complete report is included as Appendix C to this report. Student Retention. Responding to questions about the challenges of staying in school, students discussed teachers' roles and attitudes as the most important factor in retention in school. Teachers' attitudes toward students and their involvement in student learning were most frequently cited as the primary influencer of student retention. The second most frequently discussed retention factor was pressures from home, including financial pressures to work and contribute to the family income. Other family pressures were caregiving of younger siblings and the need to support a single parent. The third factor was peer pressure. Other factors were the difficulty of schoolwork, lack of interest in boring subjects, and substance abuse and violence. Spanish-Speaking Student Issues. Spanish-speaking students identified language as the primary barrier to retention in school. English language proficiency levels determine ability to understand material, complete homework, and to speak to teachers and students. Racism was the secondary factor identified by Spanish speaking students in focus groups. Examples of racism were student bullying, and perceived attitudes toward students based upon skin color. Peer Support. Students identified four methods of peer support to help one another to stay in school. Mutual encouragement, motivation and support were the most frequently cited and discussed in the focus groups. The second factor was sharing of information about resources for help with school. Understanding the importance of staying in school and the long-term implications of dropping out were comments and discussions in the third set of factors for retention in school. Students cited involvement in school activities as the fourth priority to improve student retention in school. Family Support. Family encouragement and support to stay in school was the first priority to improve retention, as identified by students in the focus groups. Family support included support for improving grades, working toward a career, and making time for studies. The second priority discussed as a means of family support was sharing family stories and experiences about educational values, successes, and failures. The third, fourth, and fifth methods of family support were help with homework, involvement with students' performance and providing incentives. Teachers Supporting Students. Because teachers were identified as the most important influencers of students' decisions to stay in school, it is significant that students initiated discussions of specific ways that teachers can support them to remain in school. The first priority for change is for teachers to support students in the classroom with active learning that supplements reading and recitation. Students ask for greater relevance of subject material through experiential learning, including field trips, creative projects, and varied teaching methods. The second priority is encouragement of students' success through individual support. Positive attitudes, kindness, and listening were cited as examples of teacher support. The third way that teachers can help students stay in school is to explain work more effectively, and provide extra support to struggling students. After school and lunch hour availability of teachers to explain material and answer questions were suggested methods of teacher support for student retention. Institutional Change. As a result of focus groups with middle school students led by ENLACE/LEAP high school students, Santa Fe students developed ten policy recommendations. Using the focus group data, ENLACE/LEAP students summarized and categorized the responses. They determined priorities in each category of student retention. From these groups of responses, they developed the ten policy recommendations. The policy recommendations will be presented to the Santa Fe Board of Education and the Governing Board of the Santa Fe Community College in September, 2003. Student policy actions that represent advocacy for institutional change were evident in two events conducted by ENLACE students in Santa Fe and Espaola. In April, 2003, an Immigrant Student Forum was co-sponsored by NNM ENLACE and Somos Un Pueblo Unido in support of The DREAM (The Development, Relief and Education for Alien Minors) Act in Congress. Students spoke to policymakers from the legislature, state agencies, school board, and community college board, describing their experiences as undocumented students trying to stay in school and advance their educations without access to financial aid. ENLACE/AVID students from Espaola Valley High School presented to the school board in support of funding for expansion of the number of AVID cohorts in the school. ENLACE students also read poetry that they wrote about their pride in their community, school, and families. The school board meeting provided a community forum for ENLACE and students' perspectives about their schools and recommendations for school change. These three examples of student advocacy for change of school systems demonstrate the effects of ENLACE leadership development and academic support. The confidence of students to speak out about needed school change is important as a means of support of their educational goals. Advocacy experiences also provide tools for them to advocate for themselves in other institutional settings. REFERENCE AVID  ADDIN ENBbu Center, (2003). Retrieved on June 20, 2003 from http://www.avidonline.org  [This Page Is Intentionally Left Blank] III. EVALUATION CHALLENGES III.A ENLACE IN NEW MEXICO This section discusses evaluation challenges and is organized by site. Many of the challenges experienced by the ISR staff are common across the sites. Nevertheless, these challenges are documented and reported by site because these challenges, though common across the sites, have a uniqueness in how they are experienced and how they effect programs and the individual sites. Of importance to the evaluation is the challenge of conducting research activities with approximately 18 different programs located throughout the state of New Mexico. The programs are located in seven different school districts across three different sites that are separated by approximately 325 miles. Most importantly, and quite challenging, is the fact that evaluation team members must deal with three different site directors whose respective styles and expectations vary considerably. This challenge is further complicated because the Northern New Mexico site is further split into three sites. The ISR staff has been further challenged by the inability to find a student researcher in northern New Mexico. Despite numerous attempts to find this assistance for the contracted consultant, this has not occurred. This has meant that the consultant in the north has limited time. Another challenge has been the fact that, throughout the state of New Mexico, the various programs have been implemented at different times, which has necessitated that the ISR staff adapt evaluation procedures to the developmental stage of individual programs. In fact, to date, several programs have yet to be implemented and other programs are in the process of being dropped or completely reorganized. This has proved burdensome and has affected our ability to conduct research. Noteworthy in this report is the fact that very few evaluation activities have focused on the statewide activities that were proposed in the original proposal. That is, during the past year, the ISR staff spent very little time and resources on the evaluation of the statewide collaboration as it regards policy development and leadership. This occurs for two reasons: first, because ISR limited resources do not allow and, second, because in our view there has been a lack of coordination of statewide activities pertaining to policy and leadership thereby making an organized and coherent evaluation considerably difficult. III.B ALBUQUERQUE ENLACE During this reporting period (February 2002April 2003), the ISR staff faced a number of evaluation challenges pertaining to the local ENLACE initiatives; namely, streamlining the ISR research plan, increasing program responsiveness to data collection, and producing documentation. III.B.1 ISR Research Plan First, the sheer number of programs operating in Albuquerque (eight) posed the greatest challenge in terms of research and evaluation. Consider that, during the previous reporting period (July 2001February 2002), six of eight programs achieved full operational status. The implementation of one remaining program occurred as scheduled (Summer Bridge Program implemented in summer 2002), while another program was delayed (Champion Teachers) until the fall 2002. At the same time, the ISR staff was in full operational mode, meeting each program implementation with the most relevant, efficient quantitative and qualitative research strategies to accomplish a comprehensive evaluation of each ENLACE initiative. In fact, the tremendous volume of outcome data provided in Section II.A of this report lends evidence to the magnitude of research and evaluation conducted by the ISR staff during the initial implementation phase (Year 1) of ENLACE in Albuquerque initiatives. However, to produce this outcome data for dissemination within budget, the ISR staff necessarily decreased some aspects of research and evaluation of ENLACE during Year 2, the current reporting period (February 2002April 2003), in order to conduct program analyses with data collected in Year 1. Therefore, the greatest evaluation challenge faced by the ISR staff in Year 2 was the streamlining, within budget, of the overall research and evaluation plan for ENLACE to include data analyses for Year 1. For example, ISR observational sessions were concentrated in fewer settings based on the ISR finding that fewer observations did not compromise that staffs ability to evaluate programs. That is, during the academic year 2001-2002, the ISR staff found that observing Chicano Studies courses at each of the high schools did not produce enough independent data to warrant the same observation schedule for the upcoming academic year. Therefore, in academic year 2002-2003, the ISR staff conducted observations at Albuquerque High School (AHS) only, since this high school provided two Chicano Studies courses for observation at one location. The ISR staff was convinced that observational data collected from the two AHS classes would provide a plethora of valuable qualitative data for program analyses. Similarly, during the academic year 2001-2002, the ISR staff observed the Family Centers monthly. However, in academic year 2002-2003, no scheduled observations at the centers were conducted; instead, the ISR staff collected narrative information from student case files, which provided more rich, descriptive qualitative data for program analysis. The ISR staff found this method to be the best way to systemically collect comparable information on all students served by this particular program. At the same time, the ISR staff decidedly focused evaluation efforts on community and family education outreach techniques. To this end, the ISR staff considered that, of the three targeted high schools with family centers, the AHS Family Center had the most established community and family education outreach activities; e.g., parent GED classes and neighborhood knock-and-talks. Therefore, the research plan for the Family Centers in academic year 2002-2003 was revised to include only those observations at AHS of special import pertaining to established community and family involvement efforts. III.B.2 Data Collection During the current reporting period (February 2002April 2003), an ongoing evaluation challenge faced by the ISR staffand perhaps most critical in terms of program progressis the lack of responsiveness by program participants and program administrators to ISR data collection efforts. In other words, the ISR staff expends a significant amount of time and resources not only administering data collection queries for ENLACE research and evaluation but also in managing respective data returns for optimal responsiveness. In general, during this reporting period, the ISR staff found that program participants and administrators were somewhat reluctant to cooperate with research activities. Moreover, since evaluation outputs are severely limited without adequate cooperation from the ENLACE programs, the ISR staff was required to make considerable effort in managing ENLACE data returns with constant requisitions and follow-ups. The subsections below contain examples of data collection challenges faced by the ISR staff during this reporting period. III.B.2(a) Program Participants. In March 2002, the ISR staff found that of the seven students who dropped out of their Chicano Studies course at mid-year, only three of them had completed face sheets and, thus, could be trackedthis was a result of poor survey response during the students fall 2001 semester. Nonetheless, for tracking purposes, the ISR staff sent these three students a one-page survey to gain insight as to why they had dropped out of their course. As an incentive to return the completed survey, the students were offered a gift card from Hastings video and music store, but to no availnone of the students returned their survey to the ISR. The ISR staff did attain higher response rates for end-of-the-year program surveys (63) administered in spring 2002 compared to the baseline survey (56) administered in fall 2001, however, only 27 students completed both surveys. In spring 2003, the ISR data collection efforts results in the following survey response outcomes: ProgramTotal Surveys DistributedTotal Completed Surveys Collected Percent ResponseLos Compaeros: Mentors Mentees Teachers 7 72 60 7 23 20 100% 32% 33%Chicano Studies: AHS Students WMHS Students VHS Students*  17 24 6 8 21 6 47% 48% 100% TOTALS1668551%*As an experiment, the ISR staff offered the VHS students an incentive (Hastings gift card) to return completed surveys. The table above shows that, in spring 2003, survey data collection from two ENLACE programs resulted in average responses from just over half (51%) of the total program participants. In fact, these collection data reveal that just two of six survey distributions (Los Compaeros mentors and Chicano studies students at VHS) resulted in a 100-percent response rate. In the case of VHS students, the incentives offered by the ISR staff to return completed surveys were obviously successful. For comparison, the remaining four survey distributions resulted in response rates from program participants at or below 48 percent. Conclusively, these data represent a clear example of what the ISR staff has faced during this reporting period with regard to data collection responsivenessrather, the lack thereofby ENLACE program participants and program administrators to overall ISR data collection efforts. III.B.2(b) Program Administrators. In February 2002, the ISR staff developed a telephone interview tool to be used to interview school administrators who were, at that time, involved in the Los Compaeros mentoring program. The intent of these interviews was to gain insight about administrative support as well as their perceptions of the program. At the same time, the ISR staff requested phone numbers of school administrators from the program director so that data collection could commence. Several months later, after the ISR staff had made additional requests for the same information, the program director finally responded, in May2002too late to schedule interviews with school administrators heavily involved at this time with administering students through the end of the school year. In April 2002, the ISR staff met with the director of the Pathways to Teaching initiative to discuss the status of the Champion Teachers program, which had yet to be implemented. The director gave fall 2002 as the new program implementation date and agreed to contact the ISR staff with evaluation activities she considered appropriate for evaluating this program, not only for her own use but for the ISR staff as well, such as videography, field notes and survey data. The ISR staff planned to submit any new evaluation tools developed for this program to the UNM Instrument Review Board for compliance before the program was slated to begin. But, during the next three months, the ISR staff made numerous attempts (email and phone) to contact the director to establish said plan for the upcoming school year, but to no avail. Finally, in late July 2002, the director provided the ISR staff with a draft evaluation plan that was revised by the ISR staff and then returned to the program director in August and September 2002 for further input. The Champion Teachers program began in November 2002; ISR observations of shadow students began in January 2003. III.B.3 Document Production Another evaluation challenge faced by the ISR staff during the current reporting period (February 2002April 2003) was the shear volume of documents produced by the ISR staff to effectively meet ENLACE criteria for dissemination of program results. The ISR staff not only produced a wide variety of documentation pertaining to research and evaluation of statewide ENLACE initiatives, but assisted the statewide ENLACE director in producing related documentation for public dissemination. Section IV, Data Utilization and Dissemination, provides more detail about the ENLACE reports produced by the ISR staff during this reporting period. Noteworthy in this section, however, is the actual challenge posed by producing a large number of reportable documents while maintaining the ISR research and evaluation protocol for all ENLACE program activitiesall with limited staffing and resources. Suffice it to say that, despite these limitations, the ISR staff managed to produce a number of sound, quality reports on ENLACE in New Mexico program activities, all of which were provided to the statewide ENLACE director for use in managing the progress of ENLACE programs throughout New Mexico. III.C SOUTHERN NEW MEXICO ENLACE During this reporting period (February 2002April 2003), the ISR staff faced a number of evaluation challenges that were similar to those presented by the Albuquerque evaluation team. These challenges included issues with the research plan and increasing program responsiveness to data collection. III.C.1 Research Plan One challenge to consider is the continued modification of the research plan due to program issues such as implementation delays, incomplete program delivery and program coverage. Although ISR staff had outlined a research plan at the start of year two, with some programs not yet at full implementation it became difficult to accomplish a comprehensive evaluation based on this plan. The lack of outcome data provided in section II of this report supports the difficulties and challenges mentioned in this section. The prime example of a program that required the research plan to be reconsidered and modified was the Tech Ed program in Santa Teresa. The primary issue for this program was implementation delay, along with geographical distance. By the end of year two, it appeared that the program still had not reached full implementation. To begin with, the selection procedures failed to accurately discriminate between those who did and did not meet the criteria for program participation. As discussed below, it is clear to the ISR staff that from the onset the program did not consider preset deadlines for face sheets and the agreed upon selection criteria as crucial to program effectiveness. Not only did this interfere with the program design and the research plan but, ultimately, it could result in a waste of resources for the program and the evaluation team. During the Spring 2002 semester, it was evident that the Tech Ed program would not be implemented until the following school year, 2002-2003. Although, the Accelerated Reader and STAR software had finally been installed in all the computers, still in question was the motivation for participation in the program and who would create tests for the Latino books that had been recently purchased for the program. It was expected that, over summer 2002, written policies would be developed. Prior to the fall 2002 semester, the program staff decided on a target population, which would include ninth- and tenth-grade students who were identified as individuals not putting forth the effort in school but who had college potential. In other words, program participation would include students who held composite scores between the 25th and 40th percentile on the TerraNova test. Once the fall 2002 semester began, the criteria for the selection process slightly diverged. The focus expanded to include those students who held composite scores between the 25th and 50th percentile range. By mid-semester, the program coordinator decided that students could be recruited by November and that two orientations would be held that same month to formally introduce them to the program. At this time, it was also expected that teachers would receive an explanation memo that included a 2-year plan and a copy of the logic model. Disappointingly, the recruiting process was slower than originally expected and the orientations were postponed. As a result, the program staff decided to delay the program until the following spring 2003 semester, formally beginning in January 2003. As the spring 2003 semester began, a deadline for recruiting and accepting face sheets was set for January 31. In February, the program coordinator notified the ISR staff that 30 participants had agreed to join the program but that only eight face sheets had been collected. At this time, a meeting was held between the program and coordinator and the ISR staff to discuss the current program status. The most important issue in question was whether or not the program had officially began. There were other implementation issues that were also of some concern. These issues included school-wide support, teacher buy-in, the written tests for Latino books, the strategy for encouraging student participation and involvement, etc. In March, the ISR staff realized that the program coordinator was still accepting new participants to the program despite the January 31st deadline. The ISR staff understood that those students interested in the program did not necessarily have to meet the selection criteria outlined for the program. At the end of the spring 2003 semester, the Tech Ed program had still not been fully implemented. In an effort to prepare for the upcoming year, the ISR staff called a meeting with program staff to discuss program changes. To date, the ISR staff has received 40 face sheets and has requested baseline data, which includes GPA and Terra Nova scores. III.C.2 Data Collection The Albuquerque team reports that an ongoing evaluation challenge faced by ISR staff is the lack of responsiveness by program participants and program administrators to ISR data collection efforts. For the South, the challenges were similar and included continued issues with the face sheets, low response to the data collection efforts such as surveys, and almost no response from program staff regarding ISR program recommendations and/or critical information provided in ENLACE monthly reports. At the end of the Spring 2003, the ISR staff reviewed the Leyendo Por Vida program face sheet records and determined that many were not only missing but were incomplete; e.g., missing student identification or social security numbers. Consequently, the ISR staff spent extra time contacting the program office and the schools for follow up. To date, there are still almost 30 of 207 face sheets missing from our records. What could be considered a major factor in the missing records are the many changes experienced by this program since the last reporting period. First, due to a change in supervisors during the Spring 2002 semester, the ISR staff had to become familiar with a new staff person by explaining, once again, the importance of evaluation activities, especially the return of completed face sheets. Although, the ISR staff found the new supervisor competent about collecting face sheets and assuring that they were filled out completely, her resignation soon thereafter brought about more challenges; i.e., the communication between program staff and the ISR staff declined. This is not to mention the decline in communication between the Americorps members and the general program staff. Also for the Parent University program there were slight issues involving face sheet collection. During the Spring 2003 semester, ISR staff requested that face sheets be completed for every participants child who is attending school, elementary through high school. To date, the ISR staff does not have a complete list of those students; however, the program staff is working diligently to obtain them. For the Pathways to Success program, the most prevalent evaluation challenge faced by the ISR staff has also been the collection of face sheets. As discussed in Section II.B.6, the ISR staff has the proper documentation for only some of the orientations held in the past. Although the ISR staff has discussed this issue with program staff and the staff has made subsequent efforts to collect face sheets from those participating students, the list remains incomplete and it is unclear whether the numbers presented for outcome data (see Section II.B.6) are accurate. In addition to continuous efforts to collect face sheets from active ENLACE participants; the other challenge faced by ISR staff in the South has been increasing survey response rate. During this reporting period, ISR created several different data collection tools, but despite much effort and preparation, survey participation was low. During the last reporting period, the ISR staff reported a low response to the Americorps tutor survey; the ISR staff faced the same problem this year. That is, during this reporting period, the program utilized 16 different tutors but, by the end of the year, only six tutors had continued with the program. The ISR staff made every attempt to mail a survey to all 16 tutors to help determine why so many tutors left the program; to date, the ISR staff has received only three completed surveys. As stated in Section II.B.3 of this report, the ISR staff decided not to administer the Saber y Hacer post-survey to participants of the Hatch program due to inconsistencies with the implementation of the curriculum. As a result, no outcome data could be reported and, considering the low number of face sheets received for the various grade levels, the retrieval of baseline data for this program is questionable. As described below, during this reporting period, the ISR staff spent much time and effort in not only developing pre- and post-surveys for this program but in attempting to administer the surveys, only to realize that ISR resources could have been better spent. In the last evaluation report, the ISR staff reported that the Saber Y Hacer curriculum for this program was scheduled for completion in February of 2002. In fact, the curriculum was actually completed a few months later in May 2002, but the program did not formally begin until Fall 2002. Once a detailed schedule for program implementation was outlined and the ENLACE teachers and students were identified, the ISR staff began observations. In addition, the ISR staff administered a pre-survey in classes identified for Saber y Hacer; the purpose of this survey was to identify students prior knowledge about preparing for college. The ISR staff had hoped that a post-survey would provide additional information regarding what students had learned through the new program curriculum. Unfortunately, in a meeting held to discuss program changes for the upcoming year, program administrators revealed that classroom teachers had not implemented the curriculum consistently, since the programs onset. For example, the ISR staff learned that teachers at the high school did not teach the curriculum for at least two months due, in part, to the precedence of other school events/meetings (e.g., school prom, sports events and school assemblies) that are normally held during advisory hours. At the middle school, the implementation of the curriculum was hindered by other issues, such as the loss of the school principal and internal conflict among the team of teachers. ISR staff was also challenged by low survey response from the EXITO mentoring program. This past year in order to increase the response rate to data collection efforts, the ISR staff held several meetings with the EXITO program staff to discuss the best administration method to use for obtaining more survey responses. Faculty and staff agreed that people would be more apt to return a survey if they could easily send back using intercampus mail. Per this advice, the ISR staff decided to send the surveys through the Chicano Programs office, which oversees the EXITO program. In addition, the ISR staff attended the mandatory mentor breakfast meeting to administer surveys but only five mentors were present. Therefore, the ISR staff mailed additional surveys through intercampus mail in an effort to reach the remaining mentors. At the end of the Spring 2003 semester, the ISR staff administered both a mentor and mentee surveys but received a very low response. The final challenge encountered includes the limited response from program administrators regarding recommendations made by the evaluation team. These suggestions or recommendations are for the most part included in the ENLACE monthly reports and are usually based off observations and informal discussions that occur while on site. The information provided in such reports could be considered critical and calls for immediate attention. Despite this, there is lack of serious response from program administrators and staff. In various monthly reports to ENLACE administrators throughout the year, the ISR staff made reference to specific issues occurring at both Leyendo Por Vida tutoring sites, primarily the issue regarding the failing selection procedures. As with most other programs, the ISR staff did not receive the slightest response from the program staff to further discuss these issues. Also, in last years evaluation report, the ISR staff stressed the importance of creating a standard referral form to help streamline participants into the program and transition them through the pipeline. Use of this form would help the site supervisors and tutors identify more accurately those students who meet program criteria for participation. Further, in the last evaluation report and in discussions with the program director, ISR staff suggested that a more formalized approach be taken in order to smooth out the referral process. As suggested for the Leyendo Por Vida program, this program too should consider creating a form to be used by Americorps members to formally refer parents to the program. III.D NORTHERN NEW MEXICO ENLACE Challenges to ENLACE program evaluation in Northern New Mexico are: The number of sites - observation and reporting of activities at four school sites in three communities require additional time, resulting in less evaluation time at each of the four high schools Geography and school size - typical of school districts in rural regions, the distances between sites are significant (high schools are 30 to 60 miles apart) and the districts are relatively small. Staff travel up to one hour to meetings and training sessions. The rural school districts are small with fewer support staff, requiring Northern New Mexico ENLACE staff to work with each site to provide needed resources to increase their autonomy and to strengthen the ENLACE program in the schools. Despite the distances, the site teams have participated in joint training sessions and, on occasion, and have exchanged ideas and planned collective student activities. Qualitative research methods - in addition to distance and number of sites, the qualitative research methods employed by the Northern New Mexico ENLACE evaluation plan require additional time at each site for observation, analysis, and evaluation of program objectives and outcomes. To better align the evaluation in the North with the other two New Mexico ENLACE sites, similar survey instruments will be used across sites in the 2003-2004 school year. Two program models - the LEAP and AVID program models are employed at the four sites with two schools per program model. The models are similar in their objectives of increasing graduation rates and college preparation for students. Both are school-based, credit classes with a tutoring component. They share methods including Cornell notetaking, weekly progress reports, goal setting, and tracking progress to academic goals. The evaluation challenge is interpreting the differences in the use of the program models and their effects on student retention and college plans. Multi-site collaboration and decision making - the evaluation challenge posed by collaboration among four school sites in three school districts is significant. The sites collaborate in program planning, training, searching for supplemental funding, and selected program implementation. Because the school site teams and Northern New Mexico ENLACE staff work together on selected projects, decisions and plans take more time than they would at a single site. The experience of Northern New Mexico ENLACE is that the longer collaborative process is crucial to program success and sustainability. Evaluation challenges are to demonstrate the collective impact of ENLACE in Northern New Mexico in addition to its effect on schools and students. Expectations - Improved student academic performance and change in school cultures are complex processes that are difficult to measure by test scores and grades alone. Challenges for school-based programs like ENLACE are to demonstrate student effects in many areas, including leadership, confidence, public speaking, long range planning, and ability to solve personal problems that may inhibit academic performance. Student retention in the ENLACE cohorts is a significant indicator of program success. Taking the long view - ENLACE program evaluation is challenged in its intent to demonstrate how a school reform can produce systemic change. In the case of Northern New Mexico, the intended change is to produce a school culture of college going for all students. Identification of the crucial elements in the process of school change is important in the evaluation of student outcomes. The success of ENLACE depends on its ability to sustain new practices and changed beliefs over time. Changing beliefs of educators, parents, and students; increasing the public support of schools; and obtaining additional funding for programs initiated by ENLACE will produce the sustainability intended by the grant. [This Page Is Intentionally Left Blank] V. PLANS FOR NEXT REPORTING YEAR (2003-04) The following sections contain tables that detail the anticipated evaluation activities to be conducted by the ISR staff in each respective New Mexico region during the academic year 2003-2004. The tables are organized by program, and offer a comprehensive look at the ISR staffs long-term, 1-year research plan for the New Mexico ENLACE initiatives. V.A STATEWIDE ENLACE ProgramResearch ActivityResearch LocationSchedulePurposeStatewide ENLACEENLACE Documenta-tion 2003 Annual Narrative ReportISRJan-Feb2003Provide Statewide ENLACE Director with evaluation portion of the Annual ENLACE Report. 2004 Kellogg Evaluation ReportISRJune2004 (Due Jul04)Provide the Kellogg Foundation with the Annual Evaluation Report on ENLACE.Monthly Status ReportISR2nd ThursdayProvide Statewide and Site ENLACE Directors with monthly evaluation activities, notable issues, and activity forecast.Face SheetsProgram SitesOngoingTo document individuals as ENLACE clients and provide consent for official data and follow-upHard Copy File MaintenanceISROngoingTo ensure all ENLACE evaluation materials are routinely storedAutomated File MaintenanceISROngoingTo ensure all ENLACE automated evaluation materials are routinely storedENLACE Program Committees Observe CommitteesVariesOngoingTrack development and activities of the program committees. Activity Attendance/ ParticipationVariesOngoingRecord committees oversight efforts and community involvement. V.B ALBUQUERQUE ENLACE ProgramResearch ActivityResearch LocationSchedulePurposeENLACE In AlbuquerqueAlbuquerque Evaluation StatusMonthly Meetings with DirectorISR1st and 3rd WednesdaysDiscuss monthly status report and any updates to evaluation activities.Chicano Studies Student SurveysAHS, VHS, WMHSFall2003; Spring2004Evaluate program components (e.g., leadership development, college education, self-esteem, Hispanic culture)Retrieval of APS Data APSSummer 2004Record GPAs, attendance, test scoresLiterature ReviewISROngoingIdentify best practices regarding Chicano studies courses.Educational Access Rooms (EARs) Program currently under reorganization.Family Centers Two File ReviewsAHS, VHS, WMHSSummer 2004Maintain primary source of qualitative data.Retrieval of APS Data APSSummer 2004Record GPAs, attendance, test scoresInterviews with DirectorsAHS, VHS, WMHSOn-goingRecord success stories; i.e., successful activities in conjunction with goals and objectives. Observations (special events, GED class, etc.)AHSOn-goingRecord established community and family involvement efforts.Literature ReviewISROngoingIdentify best practices regarding family and community involvement in education.Hispanic Teacher Pipeline (HTP) Student Survey UNM, College of Ed.Jan2004Evaluate program components (e.g., financial aid support, professional support, academic advisement)Automate student survey results; conduct basic data analysesISRSpring 2004Data will be made available to Dr. Flores-Dueas for further analyses.Retrieval of APS Data APSSummer 2004Record GPAs, attendance, test scoresLiterature ReviewISROngoingIdentify best practices regarding the recruitment of Hispanic students to the education profession.Los CompaerosProgram cancelled in Spring 2003.Summer Bridge Student SurveyAHS, VHS, WMHSJul2003Evaluate program experience by students.ObservationsAHS, VHS, WMHSJun-Jul2004Record program progress, classroom dynamics, and college preparedness.Teacher InterviewsAHS, VHS, WHHSJul2004Evaluate program experience by teachers.Retrieval of APS Data APSSummer 2004Record GPAs, attendance, test scoresTVI Ambassadors One File ReviewTVISummer 2004 Maintain primary source of qualitative data.Retrieval of TVI data TVISummer 2004Record GPAs, attendanceLiterature ReviewISROngoingIdentify best practices regarding community college retention efforts.UNM Student Success Counselor One File ReviewUNMSummer 2004Maintain primary source of qualitative data.Counselor InterviewUNMSummer 2004Identify Counselors methods and expectations for the program. Retrieval of UNM data UNMJun2004Record GPAs, attendanceLiterature ReviewISROngoingIdentify best practices regarding college retention intervention efforts. V.C SOUTHERN NEW MEXICO ENLACE ProgramResearch ActivityResearch LocationSchedulePurposeSouthern New Mexico ENLACESouthern Evaluation StatusMonthly Meetings with DirectorNMSUBi-monthly.Discuss monthly status report and any updates to evaluation activities.Leyendo Por VidaProgram extension includes the 7th grade Latino Literature Curriculum at Picacho Middle SchoolProgram currently being reorganized.Tech EdProgram currently being reorganized.Saber y HacerProgram currently being reorganized.EXITOProgram currently being reorganized.Pathways to SuccessProgram currently being reorganized.Parent UniversityObservationsBethel Baptist ChurchMonthlyRecord parent involvement in the program.Parent SurveyDona Ana Branch Community CollegeMay 2004Record parents experience in the program.Retrieval of student GPAs, attendance records, test scoresLas Cruces Public Schools Administrative OfficeJune 2004Track academic progress. V.D NORTHERN NEW MEXICO ENLACE ProgramResearch ActivityResearch LocationSchedulePurposeNorthern NM Program EvaluationWork with NNM ENLACE staff to develop or adapt survey instruments for all sitesSanta Fe, Espaola, Las VegasAugust - October, 2003 To survey parents, students, tutors, teachers, administrators across all sitesBiweekly meetings with Ron Martinez, NNM ENLACE DirectorSFCC1st and 3rd MondaysTo review issues, plans, and evaluation goalsWork with UNM/ISR staff to obtain UNM/IRB approval for survey instrumentsUNM/ISRAugust - October, 2003 To expand data collection for evaluation using surveysCoordinate student data collection at high schools with NNM ENLACE staffSanta Fe, Espaola, Las VegasSeptember, 2003 - May, 2004 To gather consistent student level data across sitesRecruit, hire, and train a research assistant for Northern NM ENLACESanta Fe, Espaola, Las VegasSeptember or October, 2003To assist with interviews, observations, and survey developmentAVID Program (Advancement Via Individual Determina-tion) Classroom ObservationsEVHS, RHS September, 2003 - May, 2004 - Bimonthly at each site To observe the AVID curriculum and its effect on studentsObserve and monitor selected ENLACE/ AVID Cohort EventsStudent and parent event sites September, 2003 - May, 2004 To observe students and parents and record their collective concerns and expectations of the ENLACE programMentor/tutor surveys EVHS, RHSSeptember, 2003 - May, 2004 To gain the perspective of the college student tutorsStudent interviews (Research assistant)EVHS, RHSSeptember, 2003 - May, 2004 - 2 per siteTo understand ENLACE effects, expectations, and student challengesParent surveysBy telephone and by appointment at convenient locations for parentsSeptember, 2003 - May, 2004 To record parent concerns, level of support, and suggestions for the ENLACE/AVID program LEAP PROGRAM (Leadership, Educational Access, Academic Success, and Parent Involvement) Classroom ObservationsCHS, SFHS - Equipped for Success classes September, 2003 - Nov, 2004 -To observe the curriculum and its effect on studentsAssist SFCC staff in curriculum evaluation CHS, SFHS, SFCCSeptember, 2003 - Nov, 2004 - OngoingTo locally adapt curriculum, as needed, at each siteInterview college student tutors/ mentors of high school students (1 or 2 per site)SFCCAug, 2003 -Sept, 2003To understand the student perspective of ENLACE and record student concernsStudent interviews (Research assistant)EVHS, RHSSeptember, 2003 - May, 2004 - 2 per siteTo understand ENLACE effects, expectations, and student challengesParent survey By telephone and by appointment at convenient locations for parentsSeptember, 2003 - May, 2004 To record parent concerns, level of support, and suggestions for the ENLACE/AVID program  STUDENTS AS COM-MUNITY RESEARCH-ERSWork with NNM ENLACE staff to develop focus group and interview plan for inclusion in evaluationSanta Fe, Espaola, Las VegasSeptember, 2003 - May, 2004 - As scheduled by studentsTo gather student and community data about educational perceptions and experiences Include student-gathered data on Northern NM community perceptions of education barriers and aspirations in evaluationSFCC; Student focus groups and interviewsSeptember, 2003 - May, 2004 To broaden the scope of ENLACE evaluation in Northern NMObserve student researcher training sessionsNMHU, NNMCC, SFCCAug, 2003 -Sept, 2003To assist with training by including ENLACE evaluation goals ALL HIGH SCHOOLS: AVID Program (EVHS, RHS) LEAP Program (SFHS, CHS) Classroom ObservationsCHS, EVHS, RHS, SFHSSeptember, 2003 - May, 2004 To observe the curriculum and its effect on studentsObserve ENLACE site team meetingsCHS, EVHS, RHS, SFHSSeptember, 2003 - May, 2004 To assess development of school capacity Site Team Surveys CHS, EVHS, RHS, SFHSSeptember, 2003 - May, 2004 - all teachersTo gain teacher perspective of ENLACE effectsNNM PART-NERSHIP FORMATION, COLLABO-RATION, & SUSTAINA-BILITYDocument ENLACE partnerships with NPO's, funders, and other educational service providers as defined by MOUs (memoranda of understanding) and grant fundingEspaola, Las Vegas, Santa FeSeptember, 2003 - May, 2004 To track and promote the extension of partnerships beyond ENLACE and to achieve sustainability at end of WKK grantNPO: non-profit organization Appendix A: Logic Models Albuquerque ENLACE Southern New Mexico ENLACE Northern New Mexico ENLACE [This Page Is Intentionally Left Blank] Appendix B: Albuquerque High School Family Center Case Study Research FindingsDecember 2002 [This Page Is Intentionally Left Blank]  INTRODUCTION These research findings are the result of a 2002 case study conducted by Donna Navarrete, an ISR researcher, for an academic course requirement pertaining to her doctoral studies in language, literacy and sociocultural studies at the University of New Mexico (Navarrete 2002). The research question that framed the case study was, How does parental involvement contribute to minority student retention? The focus of this research was on the Albuquerque High School (AHS) Family Center. The research findings are provided below. II. RESEARCH FINDINGS A. School-Community Collaboration Before my first interview with the Maria Hines, the AHS family center director, I knew from my research experience at the ISR that this center, nestled within the institutional and administrative structures of a public high school, has not been without struggle and difficulty on the parts of both parents and school administrators. One objective, then, during my first interview with Maria, was to get a better understanding of what this school-community collaboration looked like from her perspective. That is, I wanted to know about some of the past and recent challenges faced by the family center and how these challenges were met. First, when I asked the Maria to tell me about some of the challenges that the family center had faced during the last year, she emphasized to me that the some of same challenges are still unresolved. In fact, Marias purpose (I believe) in describing to me one of the most recent challenges faced by the family center, was to give me a true sense of the parent-administrative struggles that remain for the center, even after one year in operation at the high school: At the ninth grade registration, the staff didnt want to give me a place to promote the family center. I felt like I was having to beg to get a little slot. So, what I did, I just turned around and called the school principal and I told her, You know, tell me right now. Either you want this family center here or not, or well take it to the middle school because they need it over there too. So the principal had a talk with her staff and I know this because a couple of her staff members have talked to me. She told them that this [the family center] is supposed to be supported. Were only here to do whats good for the kids and if they cant see that, then thats on them. Do you know what I mean? (Maria Hines) In hearing Maria talk about the incident with school staff members during ninth grade registration, the tone in her voice revealed a level of frustration that I guessed had simply been rising over time; frustration, perhaps, with having to face continually, a less-than-supportive school staff. Theres still some staff members that are real leery about what were doing here. You see, last year, certain situations happened and they [the staff] felt like we were totally on the parent side. But, what bothers me is, how can I not be? I mean, thats what were here for, were advocating. And a lot of the situations we advocated for, were because the staff was at fault, you know? (Maria Hines) However, to begin this new school year in a more positive way, Maria described how she made a special effort to reach all school staff members. Her purpose was to remind them that the family center was, once again, operating at the high school, and that the centers staff looked forward to working together with both school administrators and staff: This year, what Ive done is, Ive already put a note in all the staff mail slots. I wrote a memo and then I put a little pencil on there that said excellent work. Then, I gave each staff member a memo that said, Were back, were looking forward to working with you, and a little pencil. And a lot of the teachers have being saying to me My goodness! Thank you! even though it was a dingy pencil. But, who gives them anything? (Maria) Another incident described to me by Maria was an example of how communication between parent volunteers and schools staff members can break down, even when, seemingly, everyone involved only has a students best interest at heart. In fact, the director made a point to say that teachers take it real personal when situations arise that call into question their teaching methods or style of teaching. Additionally, this incident revealed to me the clout held by the family center director, particularly in terms of getting students school situations resolved quickly and reasonably: We had a student and she was going to quit school. She was really upset because she wasnt doing good in one of the classes, in history. I told her, Youre not going to quit! So we met with the counselor, who was pretty upset because he believed that the student wasnt understanding the history teacher. In the end, the counselor told us that we were going to have to deal with this teacher. Eventually, we got the students schedule changed, but it was very disturbing because the counselor was more concerned about being politically correct than helping the student. And the ironic thing about it was, that this girl is such a strong student; shes a strong human being. But, the sad thing was, when she went into the meeting with the counselor, she clammed up, she just shut down. The whole counselor-administrator thing can be really intimidated for kids. Its intimidating even for parents, because they start telling you what you cant do and they use terms like politically correct. And what does that mean? (Maria Hines) On this day, after meeting with the counselor, Maria took the student directly to the principals office to get this situation with her history class/teacher resolved. We dont stop, she said The kids are seeing us as advocates but we also tell them, that they have to take care of business. We put our necks out on the line, but they had better darn well take care of business. In other words, the parent volunteers are willing to do everything they can to help students stay in school but, a the same time, students are expected to take responsibility for their education, to perform well in their classes, and to help themselves stay in school. B. Parent Volunteer Retention Practices The construction of categories during data collection resulted in the identity of two distinct roles of the parent volunteers who work at the family center during the school day: Community Activist and Student Ally. Moreover, it was in assuming these roles, that the parent volunteers exercised the most specific retention practices. 1. Community Activist The names and numbers of students who were once enrolled at the high school during and prior to Spring 2001 but who did not return for the Fall 2001 semester were listed alphabetically on a scatter of confidential papers stored at the ISR. At the end of the academic year 2001-2002, Maria had provided this student dropout roster to the ISR for ENLACE project evaluation and assessments purposes. For this case study, I looked upon this roster now and saw meticulous details about what had occurred when two parent volunteers, who were well-known community activists, took this roster under arm and out into their community one autumn Sunday afternoon in 2001, to find out exactly why these students had not returned to school: No one answered the door. Has moved out of the area. We checked SW area, no such person. Found empty apartment being painted. Left note on the door, neighbors not available. Per relative, he has moved to Orlando Texas. Spoke with cousin, she is no longer in school. Left our phone numbers. Gate locked, dogs nearby, spoke with neighbor and left note with our numbers. Doesnt like school, didnt learn anything, now lives with grandparents, works to help them. Expressed an interest in returning, would like to graduate, wants a job. Spoke with girlfriend and mother, student is bored and very restless. Spoke with cousin and grandmother, he went to Mexico. Left note on door, neighbor not sure if she lives there. Spoke with stepfather, You know how kids are. Spoke with relative, he lives with other relatives. Left note on the door, neighbor not home either. Left note on door, neighbors not in. Unable to find street, will try again. No one answered, looks empty. No such address, no buildings. The same two parent volunteers braved a wintry afternoon in January 2002 to search, once again, for students in nearby neighborhoods who had not returned to high school for the Spring 2002 semester. Once again, the volunteer parents were determined to find out the students reasons why: Apartment is empty. No answer, dog on chain. House is empty, for sale sign. No answer, mean dog on chain. Per mother, he was not allowed back because of age (18). Per resident, he no longer lives here, is not going to school. Per mother, he was sent home from school, she doesnt know why. (Spanish) Currently at detention home, per mom student cant stay still, okay on medication. Possible home school but mom not a graduate, child nervous breakdown, wheelchair Per mother, daughter has been ill, interested in home school, has some type of seizures. Wants to take GED, doesnt have enough credits to graduate with her class. (Spanish) Son presently in Denver, has problems reading, letters jumping, eyeglasses stolen. Per mother, wrong crowd, will let him know we came around. (Spanish) Per mother, problem with teachers, called him stupid. (Spanish) Per aunt, hes not going to school, doesnt live here anymore. Trailer space empty. No answer. No one answered. No answer. House boarded up. No answer. No answer. On the morning of the high school homecoming assembly, I arrived at the high school having recently studied the student dropout roster. This tremendous community effort on the part of parent volunteers at the high school had already become known to the local ENLACE partnership as the knock-and-talks, a phrase coined by Maria herself. Today, Marias experiences of last years knock-and-talks were vivid in my mind, and I was ready with specific interview questions aimed at helping her retrieve the most memorable knock-and-talk highlights that were probably tucked away safely now, deep in her mind. I was unprepared, however, to face a morning at the high school filled with homecoming activity and excitement; after the assembly, the family center quickly unfolded into a parent-student hub for sharing with friends homecoming results revealed in the school gymnasium just moments ago. Indeed, my interview transcript of this visit contains fantastic details of other, more recent occurrences at the family center; but highlights from last years knock-and-talks did not surface until my second interview with the centers director. A few weeks later, at the start of my second interview, I asked Maria to think about some of her success stories (as they were often referred to by ENLACE staff), in going out into the community to find students who had dropped out high school or simply never returned from the previous semester: When we went and did the knock and talks (that is what we called it), we went and visited almost 100 families. The awesome thing was the parents were really appreciative that the school really cares, that we took that time to go out there and ask them What is wrong? Out of the 100 families that we visited, 15 students came back. (Maria Hines) The thing about it is, Where does it happen that people bring us to the kitchen table? It was neat. One family brought us in, they brought us coffee. She talked to us about her granddaughter, she was raising her grand kids. People in the community told us how they think that this is very good thing happening in the high school, the fact that we have a family center. So, we brought those kids back and we connected really well with them. (Maria Hines) Maria spoke of the knock-and-talks with a true sense of pride and commitment, particularly in having played an important role in getting 15 neighborhood Hispanic students to return to high school last year. The idea of trying to convince students who had already dropped out of school--some now holding daytime jobs, others having already begun a new life that did not include attending high school--was difficult to fathom for me. I wanted to know just what said to turn these students around, to convince them that they needed to turn their lives back around, beginning with re-enrolling in high school: Basically, what we tell them is that it is important that they get an education, because they all want good clothes, they want nice cars and none of that is going to be possible without an education. We ask, What does you uncle do? Our families work construction or hard labor, our families are always working hard labor. This is a big part of my family too. Once the men get older, they get all, I mean theyre not worth a flip because of many, many years of hard labor. They work at McDonalds, some of these kids, and they think McDonalds is the way to go. I ask them, Where are you going with McDonalds? As theyre looking at me, I say Seriously, what are your options there? I tell them, Are you going to flip burgers when youre 40 years old? I dont think you want to do that. So we talk to them and let them know that this is what matters. They [the students] are so lucky that we are even getting involved because well make sure that we can help them, council them, give them that one-on-one piece that the school cannot do--I think that this is the plus that we are doing. Its one to one with all the students and its so time consuming. Its time consuming, its overwhelming, its emotional, and its rewarding. With these kids, were just staying on top of them. (Maria Hines) To this end, Maria, parent volunteers, and the local ENLACE partnership consider this style of community effort, i.e., knocking door-to-door at the homes of students previously enrolled at the high school, a tremendous success in terms of student retention. Moreover, Maria intimated that this result is well worth the incredible community effort on the part of parent volunteers to keep Hispanic youth in school. Although 13 of these students returned back to the high school successfully and remain enrolled, two students required additional help from the family center upon their return: This one girl, she was 17 and she had not been to school since she was in the 8th grade. She would have to go to school with all the 9th graders and she was a lot older than them, but she was willing to give it a try. We told her, Come back, lets give it a shot. So, she came but did not like it; she felt out of place. So she came to us, and what we finally did was help her get into TVI [Technical-Vocational Institute] to complete a GED program. (Maria Hines) Another girl that we brought back, she got pregnant. What we did was help her get into another local high school, a school for pregnant teens. (Maria Hines) In addition, the parent volunteers at the family center participated in other, less demonstrative community activities as well. For example, on parent volunteer promoted higher education as a night manager at a local pizza parlor: I want to help kids. I want the kids to be in the school. At my work, I have all teenagers, 15 to 17 years old and they are all in school. When they graduate, I say Okay, bye-bye, you dont have a job here anymore. You need to go to college. You need to find a job where you are going to move up professionally. Here, youre not going to go anywhere. (Alma, parent volunteer) Further, parent volunteers promoted inclusion of monolingual Spanish-speaking parents in the community. The director describes the support she receives from another parent volunteer: Were all from the barrios [poor neighborhoods], where the dropout rate is high, our kids arent able to read. All of us come from those neighborhoods. The family center here, its really getting to be strong. One of the parents is going to help me because shes really connected to the people who cant speak English. (Maria Hines) 2. Student Ally For the most part, community activism by parent volunteers at the family center is limited to non-school hours, i.e., occasional evenings and weekends. During the school week, however, the family center is open and operating 6 hours a day, Monday through Thursday. For this case study, the data I collected from student files maintained at the center indicate that the parent volunteers function as strong student allies in two important ways. First, parents who volunteered their time to work at the family center were tremendous sources of advocacy for students who were having difficulty within or outside of their academic setting. One students file revealed how Maria played a key role in seeing that a new district policy was fully implemented at the high school. The policy requires all teachers to follow specific procedures before issuing a failing grade to any one student: Prior to graduation, a student contacted the family center because he had failed a class. As a senior, he was required to maintain a 60% in one of his classes but his score was 54.6%. I met with his teacher and asked if there was any makeup work or extra credit that this student could perform in order to graduate with his class; the teacher said no. I then asked the teacher if she had met with the students parents. The teacher said, I dont have to meet with the parents. My responsibility is to submit the paperwork that notifies the parents that their child has failed. The next day, I attended another meeting between the same teacher and student along with the students mother; a sister and two aunts were also at the meeting to help translate for the mother who could not speak English. Once again, the family asked the teacher if there was anything the student or the family could do to change his grade. The teacher said, no. The meeting ended with a totally devastated family. (Excerpt from student file) Consequently, this student did not graduate with his class, but managed to complete his high school education by attending summer school. After this unfortunate incident, Maria together with the schools principal contacted State Representative Rick Miera for resolution. Representative Miera confirmed the existence of a new district policy that stipulates that a parent/teacher conference must take place before a child is failed. Further, if a parent cannot speak English, an interpreter must be provided. Today, the high school principal with school district representatives are committed to effectively informing all educators and administrators about the importance of adhering to this grading policy, which assures that students are given every opportunity to improve failing grades. Additionally, parent volunteers at the family center have dealt with students in less severe situations typically related to the logistics of merely attending high school everyday: We had a student and she was going to quit school; she was sick of it. A lot of times its about the {school] schedule, its about the schedule and the teacher. Basically, she was really upset because she wasnt doing well in one of the classes. She said, Before I fail this class, Ill quit. I will quit. I asked her, Why do you feel that way? and she said that Before they fail me, and they make me feel like Im stupid I will quit. I told her, You not going to quit! Were going to work this out, were going to do something about this. So we went and met with the counselor, who told the student that she was going to have to deal with this teacher, because this teacher is going to be all over my you-know-what. I told him, Send him to the Family Center, we will talk to him. Its not a personal thing, its just this girl is ready to drop out of school if we dont help her. Eventually, we managed to change the students schedule. To this day, we have been waiting for that teacher to come and talk to us. (Maria Hines) Another indication from the data that parent volunteers at the family center function as strong student allies, is related to their assistance beyond that considered administrative (class schedule conflicts) or punitive (school detention or suspension) in scope. In other words, during the course of the last year, the parent volunteers at the family center found themselves faced with situations that oftentimes smacked of harsh life realities not always completely understood by parents but that students continually face beyond high school stone walls; e.g., gang violence and racial prejudice: Yesterday, we had a young girl that was going to be initiated into a gang. We talked to her about, Were here, were here for her. She was so scared when she came in. The campus police officer brought her here; he knew that she was going to be getting initiated into the gang. So he went and got her and brought her over here. So we sat and talked to her yesterday. (Maria Hines) He sought the support of the family center because his girlfriend was having problems with her mother. He wanted to communicate to [his girlfriends] mother that, regardless of his being African-American, he is still a human being. He has never met the mother, but he was putting most of the blame his girlfriends difficulty with her mother] on himself and felt extremely bad that an adult would say such hateful things. I comforted this young man and reassured him that he is a human being; just tried to help him understand that as people we still have a lot to learn about different cultures. (Excerpt from student file) III. DISCUSSION REGARDING FINDINGS When parents volunteer, both families and schools reap benefits that come in few other ways. Each year, literally millions of dollars of volunteer services are performed by parents and family members in public schools. Moreover, studies have concluded that volunteers express greater confidence in the schools where they have opportunities to participate regularly (PTA 2002). In addition, assisting in school or program events/activities communicates to a child, "I care about what you do here. The family center, as physically located on the Albuquerque High School campus, represents an innovative approach to bridging the gap between parents and the schools administrators and staff. Moreover, since the center is permanently located within the educational structure, it provides a convenient and, thus, more effective means of involving parents in their childrens education. Today, much research focuses on what parents can accomplish by being involved with their children at home (e.g., helping with homework, providing a conducive learning environment) and on a personal level (e.g., instilling lifetime learning appreciation, making realistic future plans regarding higher education) (Pape 1999, NEA 2002). Comparatively, this case study examined the active role of parents and what they can accomplish by volunteering at a family center that is located on their childrens high school campus. One major finding of this study was that parent volunteers at the family center made two specific involvement efforts that directly affected the behavioral outcomes of minority student retention. First, parent volunteers became community activists by conducting knock-and-talks in the surrounding school neighborhood to find and bring back Hispanic students who had recently dropped out of high school. Secondly, the case study data revealed that the parent volunteers function as strong student allies, helping students address critical issues within and outside of their academic setting that, left unresolved, could potentially impact their high school retention. An important contribution of this case study is that it lends tremendous support to the importance of school-community collaboration and, more specifically, illustrates what this collaboration looks like in a predominantly Hispanic community. From my research experience at the ISR, I know that this collaboration, since the placement of a family center inside a public high school, has not been without struggle and difficulty on the parts of both parents and school administrators. Further, the knowledge base regarding parental involvement indicates that parents, and minority parents in particular, are hesitant to participate in their childrens education if they do feel they are being treated as equal partners (Abrams and Gibbs 2000). In this particular study, data revealed a collaborative effort that is strengthening between parent volunteers and school administrators with every challenge they have had to face together. It is clear that the placement of the family center within this educational structure, together with the slow but eventual acceptance of school administrators and staff, has made important strides towards not only helping parents become more involved with their childrens education but in supporting and advocating for the schools students as well. The result of this school-community collaboration today, is such that the family center is operating with more parent volunteers and community members and, hence, more students are being served toward the important end goal of staying in school through graduation and beyond. Finally, these case study findings suggest that future research might better serve to examine more efficient ways of bridging not only the physical gap between parents and school administrators but the communicative gap as well. That is, the knowledge base regarding parental involvement lacks clear guidance in how to more effectively involve parents, especially non-English speakers, in school programs/activities. Additionally, future research is needed that looks specifically at how parent volunteers, once posed to assist students within an academic setting, can work effectively with school administrators to help determine the most suitable, educational recourses needed to keep Hispanic students enrolled in school. IV. REFERENCES Abrams, L.S and J.T. Gibbs. (2000). Planning for school change. School-community collaboration in a full-service elementary school. Urban Education, 35(1), 79-103. Navarrete, D. (2002). Parents in residence at an Albuquerque high school. Unpublished paper; language, literacy, and sociocultural studies doctoral program; University of New Mexico, Albuquerque, NM. NEA. (2002). National Education Association. Teaching kids by educating parents. Retrieved September 21, 2002 from http://www.nea.org/neatoday/0203/reading.html. Pape, B. (1999). Involving parents lets students and teachers win. Education Digest, 64(6), 47-51. PTA. (2002). National Parent-Teacher Association (PTA). National standards for parent/family involvement programs, standard IV, volunteering. Retrieved November 29, 2002 from http://www.pta.org/parentinvolvement/standards/index.asp. [This Page Is Intentionally Left Blank] Appendix C: Northern New Mexico Si Se Puede Conference Report [This Page Is Intentionally Left Blank] Challenges and Solutions to Student Retention and Achievement June 18, 2003 Prepared by Kristen Krell, Carolina Flores, and Erika Reyes On May 1 and 2, 2003, Santa Fe Community College (SFCC) hosted the first annual conference entitled "Si Se PuedeReach Your Dreams." The purpose of this conference was to inspire and motivate middle school students to reach their dreams by graduating from high school and going on to college. The program was organized by SFCC staff, staff from the Santa Fe Public Schools Office of Student Wellness, the Hispanic Leadership Corps, and students from Capital and Santa Fe High Schools who are part of the ENgaging LAtino Communities for Education (ENLACE) program, which is funded by the W.K. Kellogg Foundation. The conference included two inspirational keynote speakers, one of whom was a graduating senior from Santa Fe High School; a tour of SFCC's campus that introduced students to various career programs; and student facilitated focus groups. The ENLACE students were trained to facilitate sessions with the middle school students in order to capture their perspectives on challenges and solutions to student retention and achievement. The sessions began with the showing of a 12-minute, youth-produced video titled "Abriendo La Ventana al Futuro." This documentary explores the challenges of education for Latinos in northern New Mexico. The video was followed by group discussions facilitated by ENLACE students. The discussion identified and explored the barriers to education for youth as well as ways in which teachers, families, and the students themselves can help to keep students engaged in school. The ideas of 200 middle school students were documented: 86 of those students were members of the Natural Helpers program, 114 were 6th graders from Ortiz Middle School's Los Amigos program. Of the 200 middle schoolers involved, 44 responded in Spanish, suggesting they are recent immigrants. Their responses were translated and integrated into the report that follows. Many students gave more than one response to each question, so the number of student responses varies from question to question. The middle school students were asked to respond to the following age-appropriate questions: 1.What are some of the things that make it hard for you or other kids your age to stay in school? 2.What are some things you can do to make sure that you and your friends stay in school? 3.What does your family do that helps you to stay in school? 4.What can your teachers do to help you and your friends stay in school? The data that was gathered from these focus groups was processed and is summarized on pages [C-5 through C-9 of this appendix]. ENLACE students, with the support of SFCC staff, analyzed the focus group data and developed ten policy recommendations for the Santa Fe Board of Education based on the information gathered from the middle school students. These recommendations are outlined on page [C-4 of this appendix]. Policy Recommendations Created by ENLACE students Create a bilingual academy in the middle and high schools, which have a large immigrant population. The bilingual academies would provide the following: School orientationSpanish-speaking students need a thorough orientation to school programs in Spanish ESL classesStudents need a structured ESL curriculum, not just translations of material into Spanish Information on community and school resources for immigrants Institute a system whereby students evaluate their teachers. Student evaluations at the middle and end of every academic year would provide teachers and their supervisors with feedback on their performance. Create a reward system honoring exemplary students and teachers on a monthly basis. Mandate professional development for teachers in the following areas: Diversity and cultural competencyTeachers need to guide students to treat each other with respect Teaching with creativityTeachers need professional development so that they can approach old material in new ways and be enthusiastic Conflict resolutionTeachers need to know how to intervene when students are being harassed or bullied Provide financial incentives to teachers willing to stay during lunch and after school to provide academic assistance to students who need it. Create lab sections for the most difficult required classes (such as math, science, and social studies). These labs would provide opportunities for students who learn kinesthetically to apply the concepts they need to master and deepen their understanding. Integrate diversity and cultural competency training into social studies classes at the mid-school level and teach it again at the high- school level, perhaps in the freshman orientation or health education classes. Compile a list of community resources that provide academic support and tutoring and distribute that list at the schools. Provide parent involvement information and training to parents of all public school students. Engage students and parents in clubs or activities connected with the public schools. Recruit and train community volunteers to tutor English as a Second Language A Summary of Focus Group Data Voices of Santa Fe's Middle School students Student Retention Issues Factors That Make It Difficult For Students To Stay In School: Number of Responses Teachers: "Many teachers have lost interest in the purpose of their students' education." "Teachers don't care if you succeed or not." "Teachers are not trying to be supportive of us as individuals." "Teachers need to be more involved." "Many of the teachers don't teach you how to read or write well. That is why students' prefer to drop out and teach themselves at home." "It is discouraging when a teacher doesn't pay attention to us or care about our opinions." "Some teachers attitudes make students feel like they are not valued. They have negative stereotypes of Hispanics." 52 Pressures at home: "Lack of support from family." "Finances are a huge problem for many. Clothes, supplies, and food are so expensive that getting a job seems more important than school." "Families need you to work to make money to live." "Some things that make it harder to stay in school are that we may be having problems at home." "My family does not have enough money to buy what is needed." "Sometimes out of economic necessity, we have to drop out of school to work to help support our mothers." "A lot of people need to take care of brothers or sisters if one of their parents dies so that the other parent can get a job." Peer pressure: "There are bullies at school." "You get told you're a geek, and you get bullied and scared if someone is pushing you to drink or smoke. If you dont you will get called a school boy." "One of the reasons why it is hard to stay in school is bullying, racism, and sometimes put downs." "I get teased at school." "Students feel the pressure to be popular." "Kids think it's cool to drop out with their friends." School is too challenging: "Students don't ask for help because they are afraid or shy, so they fail and just give up." "The work is too hard, and sometimes we just dont understand it." "People drop out because they dont think they can do the work; it's too hard." "Some students dont understand what the teachers are asking them, and they are afraid to ask questions." School is boring/ students want more hands on, interactive learning activities: "I want to do projects, not just book work. School is boring because all you do is copy questions and write answers. We would rather have the teachers be creative." "School is not fun." "It's boring and hard to pay attention and not fall asleep during a lesson." Drugs, alcohol, and violence: "I think that drugs and violence is a big problem with a lot of students." "Some students drop out because the people involved with drugs and gangs intimidate other students." "I get beat up by kids who are born in the US and who bother us because they don't want us in their country." "Some kids don't want to go to school because they are scared they're going to get beat up." Student Retention Issues for Spanish-Speaking Students Number of Responses 20 of 44 Language barrier: "For many people it's not knowing how to speak and write English." "It is very difficult for students to do their school work." "We don't understand the material that the teacher is explaining." "What makes it hard for me to stay in school is it gets more difficult for me to study when I dont know English." 10 of 44 Racism and discrimination: "I think that the difficult thing is that many people don't like you because of the way you are and because of your skin color." "It is hard not knowing anyone and having to be subservient to other students. Sometimes I don't understand what people are doing; they reject you because you are from another culture." "I think it is because of the racism of those who don't know Spanish because they intimidate and bully students who speak Spanish until they drop out of school." "Other students discourage us by telling us 'You are not from here. Go back to where you are from.' That makes some Spanish-speaking students not want to go to school." Peer Support for Students What Students Can Do To Help Themselves and Their Peers Stay In School: Number of Responses Encourage, motivate, and support each other: "Encourage people and not let anyone tell them they can't." "Push each other to make it through school." "One thing I can do to help my friends stay in school is give them confidence and help them through hard times." "What I can tell my friends is that if you have a dream, you can make it come true if you focus on your studies." "I think that my friends and I can provide motivation if we stay in school and set an example." "I could be someone's friend. I could also tell them to try harder and not give up." Find out whom to get help from and share that information with other students: "I think my family could help me with my homework when needed." "People should tutor you after school or help you with your homework." "Get help from adults/teachers/ ENLACE tutors." "I can help other kids understand the subjects we are working on." "Speak your concerns, talk to teachers, and counselors." "You and your friends can help each other with homework." "We can study together and ask the teachers for help." "I can find someone to help me with my homework." "If I don't understand the class, I have to ask the teacher." 47 Inform students about the outcome of their decision to stay in school or drop out of school: "Show them the importance of education." "Persuade them to stay in school, so they will have a good career." "Show them how school gives them a future." "I would tell my friends that it is very important for them and their families to finish school." "Tell my friends that if they drop out from school, they are going to get a job that doesn't pay well." Get involved and help others get more involved in school activities (e.g. study groups, sports, extracurricular activities, clubs): "Have study groups where you make learning fun by having activities that will help you learn." "Promote staying in school--make posters, create clubs, and groups for students who want to drop out." "Be involved with sports." "Create an after-school program about staying in school." I would advise my friends that it is better to get involved in school activities, instead of non-school related activities." "Make a study group and do your homework together." Families Supporting Students What Families Do That Help Students Stay in School: Number of Responses Provide encouragement and support: "My family encourages me to go to study groups, be in sports, and be involved at school." "They encourage me to be a leader and show others how great it is to stay in school." "They tell me to never give up." "When I come home with a C or B my mother tells me to work harder." "They motivate us and tell us to go on and work to make your dreams come true." "My parents tell me that school is the best thing that will help me become what I want to be." "They motivate me by telling me that we can do it because we are intelligent." "My dad tells me that no matter what, he will support me in what ever career I choose." Share their personal stories and experiences: "My family tells me that staying in school is very important because now that they have grown up, they regret dropping out of school." "My sister tells me about the opportunities you have when you get to college." "My dad tells me that education is the key to success because without it you won't succeed in life." "My parents always stress the importance of education. They emphasize that education is one of the strongest tools we have to succeed in the future." "They remind me of what I will get from staying in school." "They tell me if I don't stay in school, I will turn out like them." "They tell me that they went to college, and it was fun and it made their dreams come true." "My brother tells me how fun school can get and how good it feels to be close to finishing." Help with homework: "If I need help with something they will help me no matter what" " My parents help me with my homework and clarifying problems I am having" "What motivates me to go to keep going to school is my mom because she tries to help me, and she works very hard to buy me what I need for school" "My parents help me with my homework and explain to me how to do it. They get ideas for me from the Internet to help with research and encourage me." "Many Hispanic parents don't understand English, so they are unable to help in that aspect." "My family is trying to learn English so they can help me with my homework." Get involved and monitor their child's performance: "They ask me how school is going, and they talk to my teachers" "They get progress reports from my teachers." "They talk to my teachers so that they know." "They check with my school to see if I am slacking of." "They talk to my teachers and ask if I have any homework." "They participate in school activities like basketball." "They get involved in my school life." "They talk to my teachers and ask what I need help with." "My family helps by making sure who my friends are and not being able to go out until my work is done." Provide awards and incentives: "They reward good grades, so it makes you want to keep the good grades." "When I get good grades, my mom gives me money, and every time she does, it helps me work harder at getting good grades." Teachers Supporting Students What teachers can do to help students stay in school Number of Responses Make classes more fun and interesting with more hands-on learning activities: "Make teaching fun for the teachers and learning fun for the kids by setting up lessons that teach interesting things. Instead of book work all the time, we should do some fun work and learn at the same time. "Have activities that are more creative, more colorful, more artistic. Teachers can make school fun and make us want to be interested in school. "Make learning fun and fascinating. "They could get the text from the book and turn it into fun." "My teachers could make school more interesting and have more projects that would help me and my friends stay in school." "Go on field trips to experience life." "More fun activities, not just reading textbooks. Talk about what you learned; ask questions to keep you on task." "Teach to different learning styles." Show that they care about the success of their students by supporting and encouraging them: "Show more interest in the having students succeed. Student success is the teachers success. "Teachers can show more compassion and care for their students. "Teachers can show that they care if their students go on to pursue their dreams. "They can be kind and understanding. "Listen to us when we need help or have a problem. "Care about us more. Be nice to us. "They can talk to us and encourage us to stay in school. "They can support us and believe in us. "Support, support, support, and try to see the best in us. "Encourage students by telling them that if they stay in school, they will succeed, and their dreams will come true. "They can encourage us to do really good and stick with our goals. "I think they could be more supportive of us. "Teachers can encourage us by showing us how to enjoy school. "Tell us to stay in school and believe in our dreams. One teacher told me when you go to school you get a good education and when you get a good education you get a good job and get paid better. "They could inspire us." "Teachers should tell us good things about what we do so that we will feel proud." Explain the work more effectively, which sometimes may require that teachers stay after school and provide extra help for students: "They can stay after school and help us understand the work we don't understand, and they can show us ways we can learn it better." "So many teachers don't care if you understand the material. They just want it done." "Take time after school to help us with whatever we're struggling with." "Teachers can help us understand things better and help us with our work. They can also take more time to explain the work." "Explain things in more detail." "Help us with our work and make sure we understand it." "Explain the work better. "Help us during lunch or after school to with things we don't get." [This Page Is Intentionally Left Blank] Challenges and Solutions to Student Retention and Achievement June 18, 2003 Prepared by Kristen Krell, Carolina Flores, and Erika Reyes On May 1 and 2, 2003, Santa Fe Community College (SFCC) hosted the first annual conference entitled "Si Se PuedeReach Your Dreams." The purpose of this conference was to inspire and motivate middle school students to reach their dreams by graduating from high school and going on to college. The program was organized by SFCC staff, staff from the Santa Fe Public Schools Office of Student Wellness, the Hispanic Leadership Corps, and students from Capital and Santa Fe High Schools who are part of the ENgaging LAtino Communities for Education (ENLACE) program, which is funded by the W.K. Kellogg Foundation. The conference included two inspirational keynote speakers, one of whom was a graduating senior from Santa Fe High School; a tour of SFCC's campus that introduced students to various career programs; and student facilitated focus groups. The ENLACE students were trained to facilitate sessions with the middle school students in order to capture their perspectives on challenges and solutions to student retention and achievement. The sessions began with the showing of a 12-minute, youth-produced video titled "Abriendo La Ventana al Futuro." This documentary explores the challenges of education for Latinos in northern New Mexico. The video was followed by group discussions facilitated by ENLACE students. The discussion identified and explored the barriers to education for youth as well as ways in which teachers, families, and the students themselves can help to keep students engaged in school. The ideas of 200 middle school students were documented: 86 of those students were members of the Natural Helpers program, 114 were 6th graders from Ortiz Middle School's Los Amigos program. Of the 200 middle schoolers involved, 44 responded in Spanish, suggesting they are recent immigrants. Their responses were translated and integrated into the report that follows. Many students gave more than one response to each question, so the number of student responses varies from question to question. The middle school students were asked to respond to the following age-appropriate questions: 1.What are some of the things that make it hard for you or other kids your age to stay in school? 2.What are some things you can do to make sure that you and your friends stay in school? 3.What does your family do that helps you to stay in school? 4.What can your teachers do to help you and your friends stay in school? The data that was gathered from these focus groups was processed and is summarized on pages 3-6 of this report. ENLACE students, with the support of SFCC staff, analyzed the focus group data and developed ten policy recommendations for the Santa Fe Board of Education based on the information gathered from the middle school students. These recommendations are outlined on page 2 of this report. Policy Recommendations Created by ENLACE students Create a bilingual academy in the middle and high schools, which have a large immigrant population. The bilingual academies would provide the following: School orientationSpanish-speaking students need a thorough orientation to school programs in Spanish ESL classesStudents need a structured ESL curriculum, not just translations of material into Spanish Information on community and school resources for immigrants Institute a system whereby students evaluate their teachers. Student evaluations at the middle and end of every academic year would provide teachers and their supervisors with feedback on their performance. Create a reward system honoring exemplary students and teachers on a monthly basis. Mandate professional development for teachers in the following areas: Diversity and cultural competencyTeachers need to guide students to treat each other with respect Teaching with creativityTeachers need professional development so that they can approach old material in new ways and be enthusiastic Conflict resolutionTeachers need to know how to intervene when students are being harassed or bullied Provide financial incentives to teachers willing to stay during lunch and after school to provide academic assistance to students who need it. Create lab sections for the most difficult required classes (such as math, science, and social studies). These labs would provide opportunities for students who learn kinesthetically to apply the concepts they need to master and deepen their understanding. Integrate diversity and cultural competency training into social studies classes at the mid-school level and teach it again at the high- school level, perhaps in the freshman orientation or health education classes. Compile a list of community resources that provide academic support and tutoring and distribute that list at the schools. Provide parent involvement information and training to parents of all public school students. Engage students and parents in clubs or activities connected with the public schools. Recruit and train community volunteers to tutor English as a Second Language A Summary of Focus Group Data Voices of Santa Fe's Middle School students Student Retention Issues Factors That Make It Difficult For Students To Stay In School: Number of Responses Teachers: "Many teachers have lost interest in the purpose of their students' education." "Teachers don't care if you succeed or not." "Teachers are not trying to be supportive of us as individuals." "Teachers need to be more involved." "Many of the teachers don't teach you how to read or write well. That is why students' prefer to drop out and teach themselves at home." "It is discouraging when a teacher doesn't pay attention to us or care about our opinions." "Some teachers attitudes make students feel like they are not valued. They have negative stereotypes of Hispanics." 52 Pressures at home: "Lack of support from family." "Finances are a huge problem for many. Clothes, supplies, and food are so expensive that getting a job seems more important than school." "Families need you to work to make money to live." "Some things that make it harder to stay in school are that we may be having problems at home." "My family does not have enough money to buy what is needed." "Sometimes out of economic necessity, we have to drop out of school to work to help support our mothers." "A lot of people need to take care of brothers or sisters if one of their parents dies so that the other parent can get a job." Peer pressure: "There are bullies at school." "You get told you're a geek, and you get bullied and scared if someone is pushing you to drink or smoke. If you dont you will get called a school boy." "One of the reasons why it is hard to stay in school is bullying, racism, and sometimes put downs." "I get teased at school." "Students feel the pressure to be popular." "Kids think it's cool to drop out with their friends." School is too challenging: "Students don't ask for help because they are afraid or shy, so they fail and just give up." "The work is too hard, and sometimes we just dont understand it." "People drop out because they dont think they can do the work; it's too hard." "Some students dont understand what the teachers are asking them, and they are afraid to ask questions." School is boring/ students want more hands on, interactive learning activities: "I want to do projects, not just book work. School is boring because all you do is copy questions and write answers. We would rather have the teachers be creative." "School is not fun." "It's boring and hard to pay attention and not fall asleep during a lesson." Drugs, alcohol, and violence: "I think that drugs and violence is a big problem with a lot of students." "Some students drop out because the people involved with drugs and gangs intimidate other students." "I get beat up by kids who are born in the US and who bother us because they don't want us in their country." "Some kids don't want to go to school because they are scared they're going to get beat up." Student Retention Issues for Spanish-Speaking Students Number of Responses 20 of 44 Language barrier: "For many people it's not knowing how to speak and write English." "It is very difficult for students to do their school work." "We don't understand the material that the teacher is explaining." "What makes it hard for me to stay in school is it gets more difficult for me to study when I dont know English." 10 of 44 Racism and discrimination: "I think that the difficult thing is that many people don't like you because of the way you are and because of your skin color." "It is hard not knowing anyone and having to be subservient to other students. Sometimes I don't understand what people are doing; they reject you because you are from another culture." "I think it is because of the racism of those who don't know Spanish because they intimidate and bully students who speak Spanish until they drop out of school." "Other students discourage us by telling us 'You are not from here. Go back to where you are from.' That makes some Spanish-speaking students not want to go to school." Peer Support for Students What Students Can Do To Help Themselves and Their Peers Stay In School: Number of Responses Encourage, motivate, and support each other: "Encourage people and not let anyone tell them they can't." "Push each other to make it through school." "One thing I can do to help my friends stay in school is give them confidence and help them through hard times." "What I can tell my friends is that if you have a dream, you can make it come true if you focus on your studies." "I think that my friends and I can provide motivation if we stay in school and set an example." "I could be someone's friend. I could also tell them to try harder and not give up." Find out whom to get help from and share that information with other students: "I think my family could help me with my homework when needed." "People should tutor you after school or help you with your homework." "Get help from adults/teachers/ ENLACE tutors." "I can help other kids understand the subjects we are working on." "Speak your concerns, talk to teachers, and counselors." "You and your friends can help each other with homework." "We can study together and ask the teachers for help." "I can find someone to help me with my homework." "If I don't understand the class, I have to ask the teacher." 47 Inform students about the outcome of their decision to stay in school or drop out of school: "Show them the importance of education." "Persuade them to stay in school, so they will have a good career." "Show them how school gives them a future." "I would tell my friends that it is very important for them and their families to finish school." "Tell my friends that if they drop out from school, they are going to get a job that doesn't pay well." Get involved and help others get more involved in school activities (e.g. study groups, sports, extracurricular activities, clubs): "Have study groups where you make learning fun by having activities that will help you learn." "Promote staying in school--make posters, create clubs, and groups for students who want to drop out." "Be involved with sports." "Create an after-school program about staying in school." I would advise my friends that it is better to get involved in school activities, instead of non-school related activities." "Make a study group and do your homework together." Families Supporting Students What Families Do That Help Students Stay in School: Number of Responses Provide encouragement and support: "My family encourages me to go to study groups, be in sports, and be involved at school." "They encourage me to be a leader and show others how great it is to stay in school." "They tell me to never give up." "When I come home with a C or B my mother tells me to work harder." "They motivate us and tell us to go on and work to make your dreams come true." "My parents tell me that school is the best thing that will help me become what I want to be." "They motivate me by telling me that we can do it because we are intelligent." "My dad tells me that no matter what, he will support me in what ever career I choose." Share their personal stories and experiences: "My family tells me that staying in school is very important because now that they have grown up, they regret dropping out of school." "My sister tells me about the opportunities you have when you get to college." "My dad tells me that education is the key to success because without it you won't succeed in life." "My parents always stress the importance of education. They emphasize that education is one of the strongest tools we have to succeed in the future." "They remind me of what I will get from staying in school." "They tell me if I don't stay in school, I will turn out like them." "They tell me that they went to college, and it was fun and it made their dreams come true." "My brother tells me how fun school can get and how good it feels to be close to finishing." Help with homework: "If I need help with something they will help me no matter what" " My parents help me with my homework and clarifying problems I am having" "What motivates me to go to keep going to school is my mom because she tries to help me, and she works very hard to buy me what I need for school" "My parents help me with my homework and explain to me how to do it. They get ideas for me from the Internet to help with research and encourage me." "Many Hispanic parents don't understand English, so they are unable to help in that aspect." "My family is trying to learn English so they can help me with my homework." Get involved and monitor their child's performance: "They ask me how school is going, and they talk to my teachers" "They get progress reports from my teachers." "They talk to my teachers so that they know." "They check with my school to see if I am slacking of." "They talk to my teachers and ask if I have any homework." "They participate in school activities like basketball." "They get involved in my school life." "They talk to my teachers and ask what I need help with." "My family helps by making sure who my friends are and not being able to go out until my work is done." Provide awards and incentives: "They reward good grades, so it makes you want to keep the good grades." "When I get good grades, my mom gives me money, and every time she does, it helps me work harder at getting good grades." Teachers Supporting Students What teachers can do to help students stay in school Number of Responses Make classes more fun and interesting with more hands-on learning activities: "Make teaching fun for the teachers and learning fun for the kids by setting up lessons that teach interesting things. Instead of book work all the time, we should do some fun work and learn at the same time. "Have activities that are more creative, more colorful, more artistic. Teachers can make school fun and make us want to be interested in school. "Make learning fun and fascinating. "They could get the text from the book and turn it into fun." "My teachers could make school more interesting and have more projects that would help me and my friends stay in school." "Go on field trips to experience life." "More fun activities, not just reading textbooks. Talk about what you learned; ask questions to keep you on task." "Teach to different learning styles." Show that they care about the success of their students by supporting and encouraging them: "Show more interest in the having students succeed. Student success is the teachers success. "Teachers can show more compassion and care for their students. "Teachers can show that they care if their students go on to pursue their dreams. "They can be kind and understanding. "Listen to us when we need help or have a problem. "Care about us more. Be nice to us. "They can talk to us and encourage us to stay in school. "They can support us and believe in us. "Support, support, support, and try to see the best in us. "Encourage students by telling them that if they stay in school, they will succeed, and their dreams will come true. "They can encourage us to do really good and stick with our goals. "I think they could be more supportive of us. "Teachers can encourage us by showing us how to enjoy school. "Tell us to stay in school and believe in our dreams. One teacher told me when you go to school you get a good education and when you get a good education you get a good job and get paid better. "They could inspire us." "Teachers should tell us good things about what we do so that we will feel proud." Explain the work more effectively, which sometimes may require that teachers stay after school and provide extra help for students: "They can stay after school and help us understand the work we don't understand, and they can show us ways we can learn it better." "So many teachers don't care if you understand the material. They just want it done." "Take time after school to help us with whatever we're struggling with." "Teachers can help us understand things better and help us with our work. They can also take more time to explain the work." "Explain things in more detail." "Help us with our work and make sure we understand it." "Explain the work better. "Help us during lunch or after school to with things we don't get." APPENDIX D---AHS FAMILY CENTER: RESEARCH FINDINGS AHS FAMILY CENTER: RESEARCH FINDINGSI. School-Community Collaboration Before my first interview with the Maria Hines, the AHS family center director, I knew from my research experience at the ISR that this center, nestled within the institutional and administrative structures of a public high school, has not been without struggle and difficulty on the parts of both parents and school administrators. One objective, then, during my first interview with Maria, was to get a better understanding of what this school-community collaboration looked like from her perspective. That is, I wanted to know about some of the past and recent challenges faced by the family center and how these challenges were met. First, when I asked the Maria to tell me about some of the challenges that the family center had faced during the last year, she emphasized to me that the some of same challenges are still unresolved. In fact, Marias purpose (I believe) in describing to me one of the most recent challenges faced by the family center, was to give me a true sense of the parent-administrative struggles that remain for the center, even after one year in operation at the high school: At the ninth grade registration, the staff didnt want to give me a place to promote the family center. I felt like I was having to beg to get a little slot. So, what I did, I just turned around and called the school principal and I told her, You know, tell me right now. Either you want this family center here or not, or well take it to the middle school because they need it over there too. So the principal had a talk with her staff and I know this because a couple of her staff members have talked to me. She told them that this [the family center] is supposed to be supported. Were only here to do whats good for the kids and if they cant see that, then thats on them. Do you know what I mean? (Maria Hines) In hearing Maria talk about the incident with school staff members during ninth grade registration, the tone in her voice revealed a level of frustration that I guessed had simply been rising over time; frustration, perhaps, with having to face continually, a less-than-supportive school staff. Theres still some staff members that are real leery about what were doing here. You see, last year, certain situations happened and they [the staff] felt like we were totally on the parent side. But, what bothers me is, how can I not be? I mean, thats what were here for, were advocating. And a lot of the situations we advocated for, were because the staff was at fault, you know? (Maria Hines) However, to begin this new school year in a more positive way, Maria described how she made a special effort to reach all school staff members. Her purpose was to remind them that the family center was, once again, operating at the high school, and that the centers staff looked forward to working together with both school administrators and staff: This year, what Ive done is, Ive already put a note in all the staff mail slots. I wrote a memo and then I put a little pencil on there that said excellent work. Then, I gave each staff member a memo that said, Were back, were looking forward to working with you, and a little pencil. And a lot of the teachers have being saying to me My goodness! Thank you! even though it was a dingy pencil. But, who gives them anything? (Maria) Another incident described to me by Maria was an example of how communication between parent volunteers and schools staff members can break down, even when, seemingly, everyone involved only has a students best interest at heart. In fact, the director made a point to say that teachers take it real personal when situations arise that call into question their teaching methods or style of teaching. Additionally, this incident revealed to me the clout held by the family center director, particularly in terms of getting students school situations resolved quickly and reasonably: We had a student and she was going to quit school. She was really upset because she wasnt doing good in one of the classes, in history. I told her, Youre not going to quit! So we met with the counselor, who was pretty upset because he believed that the student wasnt understanding the history teacher. In the end, the counselor told us that we were going to have to deal with this teacher. Eventually, we got the students schedule changed, but it was very disturbing because the counselor was more concerned about being politically correct than helping the student. And the ironic thing about it was, that this girl is such a strong student; shes a strong human being. But, the sad thing was, when she went into the meeting with the counselor, she clammed up, she just shut down. The whole counselor-administrator thing can be really intimidated for kids. Its intimidating even for parents, because they start telling you what you cant do and they use terms like politically correct. And what does that mean? (Maria Hines) On this day, after meeting with the counselor, Maria took the student directly to the principals office to get this situation with her history class/teacher resolved. We dont stop, she said The kids are seeing us as advocates but we also tell them, that they have to take care of business. We put our necks out on the line, but they had better darn well take care of business. In other words, the parent volunteers are willing to do everything they can to help students stay in school but, a the same time, students are expected to take responsibility for their education, to perform well in their classes, and to help themselves stay in school. II. Parent Volunteer Retention Practices The construction of categories during data collection resulted in the identity of two distinct roles of the parent volunteers who work at the family center during the school day: Community Activist and Student Ally. Moreover, it was in assuming these roles, that the parent volunteers exercised the most specific retention practices. II.A Community Activist. The names and numbers of students who were once enrolled at the high school during and prior to Spring 2001 but who did not return for the Fall 2001 semester were listed alphabetically on a scatter of confidential papers stored at the ISR. At the end of the academic year 2001-2002, Maria had provided this student dropout roster to the ISR for ENLACE project evaluation and assessments purposes. For this case study, I looked upon this roster now and saw meticulous details about what had occurred when two parent volunteers, who were well-known community activists, took this roster under arm and out into their community one autumn Sunday afternoon in 2001, to find out exactly why these students had not returned to school: No one answered the door. Has moved out of the area. We checked SW area, no such person. Found empty apartment being painted. Left note on the door, neighbors not available. Per relative, he has moved to Orlando Texas. Spoke with cousin, she is no longer in school. Left our phone numbers. Gate locked, dogs nearby, spoke with neighbor and left note with our numbers. Doesnt like school, didnt learn anything, now lives with grandparents, works to help them. Expressed an interest in returning, would like to graduate, wants a job. Spoke with girlfriend and mother, student is bored and very restless. Spoke with cousin and grandmother, he went to Mexico. Left note on door, neighbor not sure if she lives there. Spoke with stepfather, You know how kids are. Spoke with relative, he lives with other relatives. Left note on the door, neighbor not home either. Left note on door, neighbors not in. Unable to find street, will try again. No one answered, looks empty. No such address, no buildings. The same two parent volunteers braved a wintry afternoon in January 2002 to search, once again, for students in nearby neighborhoods who had not returned to high school for the Spring 2002 semester. Once again, the volunteer parents were determined to find out the students reasons why: Apartment is empty. No answer, dog on chain. House is empty, for sale sign. No answer, mean dog on chain. Per mother, he was not allowed back because of age (18). Per resident, he no longer lives here, is not going to school. Per mother, he was sent home from school, she doesnt know why. (Spanish) Currently at detention home, per mom student cant stay still, okay on medication. Possible home school but mom not a graduate, child nervous breakdown, wheelchair Per mother, daughter has been ill, interested in home school, has some type of seizures. Wants to take GED, doesnt have enough credits to graduate with her class. (Spanish) Son presently in Denver, has problems reading, letters jumping, eyeglasses stolen. Per mother, wrong crowd, will let him know we came around. (Spanish) Per mother, problem with teachers, called him stupid. (Spanish) Per aunt, hes not going to school, doesnt live here anymore. Trailer space empty. No answer. No one answered. No answer. House boarded up. No answer. No answer. On the morning of the high school homecoming assembly, I arrived at the high school having recently studied the student dropout roster. This tremendous community effort on the part of parent volunteers at the high school had already become known to the local ENLACE partnership as the knock-and-talks, a phrase coined by Maria herself. Today, Marias experiences of last years knock-and-talks were vivid in my mind, and I was ready with specific interview questions aimed at helping her retrieve the most memorable knock-and-talk highlights that were probably tucked away safely now, deep in her mind. I was unprepared, however, to face a morning at the high school filled with homecoming activity and excitement; after the assembly, the family center quickly unfolded into a parent-student hub for sharing with friends homecoming results revealed in the school gymnasium just moments ago. Indeed, my interview transcript of this visit contains fantastic details of other, more recent occurrences at the family center; but highlights from last years knock-and-talks did not surface until my second interview with the centers director. A few weeks later, at the start of my second interview, I asked Maria to think about some of her success stories (as they were often referred to by ENLACE staff), in going out into the community to find students who had dropped out high school or simply never returned from the previous semester: When we went and did the knock and talks (that is what we called it), we went and visited almost 100 families. The awesome thing was the parents were really appreciative that the school really cares, that we took that time to go out there and ask them What is wrong? Out of the 100 families that we visited, 15 students came back. (Maria Hines) The thing about it is, Where does it happen that people bring us to the kitchen table? It was neat. One family brought us in, they brought us coffee. She talked to us about her granddaughter, she was raising her grand kids. People in the community told us how they think that this is very good thing happening in the high school, the fact that we have a family center. So, we brought those kids back and we connected really well with them. (Maria Hines) Maria spoke of the knock-and-talks with a true sense of pride and commitment, particularly in having played an important role in getting 15 neighborhood Hispanic students to return to high school last year. The idea of trying to convince students who had already dropped out of school--some now holding daytime jobs, others having already begun a new life that did not include attending high school--was difficult to fathom for me. I wanted to know just what said to turn these students around, to convince them that they needed to turn their lives back around, beginning with re-enrolling in high school: Basically, what we tell them is that it is important that they get an education, because they all want good clothes, they want nice cars and none of that is going to be possible without an education. We ask, What does you uncle do? Our families work construction or hard labor, our families are always working hard labor. This is a big part of my family too. Once the men get older, they get all, I mean theyre not worth a flip because of many, many years of hard labor. They work at McDonalds, some of these kids, and they think McDonalds is the way to go. I ask them, Where are you going with McDonalds? As theyre looking at me, I say Seriously, what are your options there? I tell them, Are you going to flip burgers when youre 40 years old? I dont think you want to do that. So we talk to them and let them know that this is what matters. They [the students] are so lucky that we are even getting involved because well make sure that we can help them, council them, give them that one-on-one piece that the school cannot do--I think that this is the plus that we are doing. Its one to one with all the students and its so time consuming. Its time consuming, its overwhelming, its emotional, and its rewarding. With these kids, were just staying on top of them. (Maria Hines) To this end, Maria, parent volunteers, and the local ENLACE partnership consider this style of community effort, i.e., knocking door-to-door at the homes of students previously enrolled at the high school, a tremendous success in terms of student retention. Moreover, Maria intimated that this result is well worth the incredible community effort on the part of parent volunteers to keep Hispanic youth in school. Although 13 of these students returned back to the high school successfully and remain enrolled, two students required additional help from the family center upon their return: This one girl, she was 17 and she had not been to school since she was in the 8th grade. She would have to go to school with all the 9th graders and she was a lot older than them, but she was willing to give it a try. We told her, Come back, lets give it a shot. So, she came but did not like it; she felt out of place. So she came to us, and what we finally did was help her get into TVI [Technical-Vocational Institute] to complete a GED program. (Maria Hines) Another girl that we brought back, she got pregnant. What we did was help her get into another local high school, a school for pregnant teens. (Maria Hines) In addition, the parent volunteers at the family center participated in other, less demonstrative community activities as well. For example, on parent volunteer promoted higher education as a night manager at a local pizza parlor: I want to help kids. I want the kids to be in the school. At my work, I have all teenagers, 15 to 17 years old and they are all in school. When they graduate, I say Okay, bye-bye, you dont have a job here anymore. You need to go to college. You need to find a job where you are going to move up professionally. Here, youre not going to go anywhere. (Alma, parent volunteer) Further, parent volunteers promoted inclusion of monolingual Spanish-speaking parents in the community. The director describes the support she receives from another parent volunteer: Were all from the barrios [poor neighborhoods], where the dropout rate is high, our kids arent able to read. All of us come from those neighborhoods. The family center here, its really getting to be strong. One of the parents is going to help me because shes really connected to the people who cant speak English. (Maria Hines) II.B Student Ally. For the most part, community activism by parent volunteers at the family center is limited to non-school hours, i.e., occasional evenings and weekends. During the school week, however, the family center is open and operating 6 hours a day, Monday through Thursday. For this case study, the data I collected from student files maintained at the center indicate that the parent volunteers function as strong student allies in two important ways. First, parents who volunteered their time to work at the family center were tremendous sources of advocacy for students who were having difficulty within or outside of their academic setting. One students file revealed how Maria played a key role in seeing that a new district policy was fully implemented at the high school. The policy requires all teachers to follow specific procedures before issuing a failing grade to any one student: Prior to graduation, a student contacted the family center because he had failed a class. As a senior, he was required to maintain a 60% in one of his classes but his score was 54.6%. I met with his teacher and asked if there was any makeup work or extra credit that this student could perform in order to graduate with his class; the teacher said no. I then asked the teacher if she had met with the students parents. The teacher said, I dont have to meet with the parents. My responsibility is to submit the paperwork that notifies the parents that their child has failed. The next day, I attended another meeting between the same teacher and student along with the students mother; a sister and two aunts were also at the meeting to help translate for the mother who could not speak English. Once again, the family asked the teacher if there was anything the student or the family could do to change his grade. The teacher said, no. The meeting ended with a totally devastated family. (Excerpt from student file) Consequently, this student did not graduate with his class, but managed to complete his high school education by attending summer school. After this unfortunate incident, Maria together with the schools principal contacted State Representative Rick Miera for resolution. Representative Miera confirmed the existence of a new district policy that stipulates that a parent/teacher conference must take place before a child is failed. Further, if a parent cannot speak English, an interpreter must be provided. Today, the high school principal with school district representatives are committed to effectively informing all educators and administrators about the importance of adhering to this grading policy, which assures that students are given every opportunity to improve failing grades. Additionally, parent volunteers at the family center have dealt with students in less severe situations typically related to the logistics of merely attending high school everyday: We had a student and she was going to quit school; she was sick of it. A lot of times its about the {school] schedule, its about the schedule and the teacher. Basically, she was really upset because she wasnt doing well in one of the classes. She said, Before I fail this class, Ill quit. I will quit. I asked her, Why do you feel that way? and she said that Before they fail me, and they make me feel like Im stupid I will quit. I told her, You not going to quit! Were going to work this out, were going to do something about this. So we went and met with the counselor, who told the student that she was going to have to deal with this teacher, because this teacher is going to be all over my you-know-what. I told him, Send him to the Family Center, we will talk to him. Its not a personal thing, its just this girl is ready to drop out of school if we dont help her. Eventually, we managed to change the students schedule. To this day, we have been waiting for that teacher to come and talk to us. (Maria Hines) Another indication from the data that parent volunteers at the family center function as strong student allies, is related to their assistance beyond that considered administrative (class schedule conflicts) or punitive (school detention or suspension) in scope. In other words, during the course of the last year, the parent volunteers at the family center found themselves faced with situations that oftentimes smacked of harsh life realities not always completely understood by parents but that students continually face beyond high school stone walls; e.g., gang violence and racial prejudice: Yesterday, we had a young girl that was going to be initiated into a gang. We talked to her about, Were here, were here for her. She was so scared when she came in. The campus police officer brought her here; he knew that she was going to be getting initiated into the gang. So he went and got her and brought her over here. So we sat and talked to her yesterday. (Maria Hines) He sought the support of the family center because his girlfriend was having problems with her mother. He wanted to communicate to [his girlfriends] mother that, regardless of his being African-American, he is still a human being. He has never met the mother, but he was putting most of the blame his girlfriends difficulty with her mother] on himself and felt extremely bad that an adult would say such hateful things. I comforted this young man and reassured him that he is a human being; just tried to help him understand that as people we still have a lot to learn about different cultures. (Excerpt from student file) III. Discussion Regarding Findings When parents volunteer, both families and schools reap benefits that come in few other ways. Each year, parents and family members in public schools perform literally millions of dollars of volunteer services. Moreover, studies have concluded that volunteers express greater confidence in the schools where they have opportunities to participate regularly (PTA 2002). In addition, assisting in school or program events/activities communicates to a child, "I care about what you do here. The family center, as physically located on the Albuquerque High School campus, represents an innovative approach to bridging the gap between parents and the schools administrators and staff. Moreover, since the center is permanently located within the educational structure, it provides a convenient and, thus, more effective means of involving parents in their childrens education. Today, much research focuses on what parents can accomplish by being involved with their children at home (e.g., helping with homework, providing a conducive learning environment) and on a personal level (e.g., instilling lifetime learning appreciation, making realistic future plans regarding higher education) (Pape 1999, NEA 2002). Comparatively, this case study examined the active role of parents and what they can accomplish by volunteering at a family center that is located on their childrens high school campus. One major finding of this study was that parent volunteers at the family center made two specific involvement efforts that directly affected the behavioral outcomes of minority student retention. First, parent volunteers became community activists by conducting knock-and-talks in the surrounding school neighborhood to find and bring back Hispanic students who had recently dropped out of high school. Secondly, the case study data revealed that the parent volunteers function as strong student allies, helping students address critical issues within and outside of their academic setting that, left unresolved, could potentially impact their high school retention. An important contribution of this case study is that it lends tremendous support to the importance of school-community collaboration and, more specifically, illustrates what this collaboration looks like in a predominantly Hispanic community. From my research experience at the ISR, I know that this collaboration, since the placement of a family center inside a public high school, has not been without struggle and difficulty on the parts of both parents and school administrators. Further, the knowledge base regarding parental involvement indicates that parents, and minority parents in particular, are hesitant to participate in their childrens education if they do feel they are being treated as equal partners (Abrams and Gibbs 2000). In this particular study, data revealed a collaborative effort that is strengthening between parent volunteers and school administrators with every challenge they have had to face together. It is clear that the placement of the family center within this educational structure, together with the slow but eventual acceptance of school administrators and staff, has made important strides towards not only helping parents become more involved with their childrens education but in supporting and advocating for the schools students as well. The result of this school-community collaboration today, is such that the family center is operating with more parent volunteers and community members and, hence, more students are being served toward the important end goal of staying in school through graduation and beyond. Finally, these case study findings suggest that future research might better serve to examine more efficient ways of bridging not only the physical gap between parents and school administrators but the communicative gap as well. That is, the knowledge base regarding parental involvement lacks clear guidance in how to more effectively involve parents, especially non-English speakers, in school programs/activities. Additionally, future research is needed that looks specifically at how parent volunteers, once posed to assist students within an academic setting, can work effectively with school administrators to help determine the most suitable, educational recourses needed to keep Hispanic students enrolled in school. IV. References Abrams, L.S and J.T. Gibbs. (2000). Planning for school change. School-community collaboration in a full-service elementary school. Urban Education, 35(1), 79-103. Navarrete, D. (2002). Case study research: Parents in residence at an Albuquerque high school. Unpublished paper; language, literacy, and sociocultural studies doctoral program; University of New Mexico, Albuquerque, NM. NEA. (2002). National Education Association. Teaching kids by educating parents. Retrieved September 21, 2002 from http://www.nea.org/neatoday/0203/reading.html. Pape, B. (1999). Involving parents lets students and teachers win. Education Digest, 64(6), 47-51.PTA. (2002). National Parent-Teacher Association (PTA). National standards for parent/family involvement programs, standard IV, volunteering. Retrieved November 29, 2002 from http://www.pta.org/parentinvolvement/standards/index.asp.     2001 Evaluation Report ENLACE in New Mexico Institute for Social Research UNM Institute for Social Research 2002-03 Evaluation Report New Mexico I- PAGE 2 DRAFT COPY ONLY  DATE \@ "M/d/yyyy" 3/5/2009 July 2003  PAGE ii 2001 Evaluation Report ENLACE in New Mexico Institute for Social Research UNM Institute for Social Research 2002-03 Evaluation Report New Mexico I- PAGE 2 DRAFT COPY ONLY  DATE \@ "M/d/yyyy" 3/5/2009 July 2003  PAGE 5 2001 Evaluation Report ENLACE in New Mexico Institute for Social Research UNM Institute for Social Research 2002-03 Evaluation Report New Mexico I- PAGE 2 DRAFT COPY ONLY  DATE \@ "M/d/yyyy" 3/5/2009 July 2003  PAGE 91 2001 Evaluation Report ENLACE in New Mexico Institute for Social Research UNM Institute for Social Research 2002-03 Evaluation Report New Mexico I- PAGE 2 DRAFT COPY ONLY  DATE \@ "M/d/yyyy" 3/5/2009 July 2003  PAGE 86 2001 Evaluation Report ENLACE in New Mexico Institute for Social Research UNM Institute for Social Research 2002-03 Evaluation Report New Mexico I- PAGE 2 DRAFT COPY ONLY  DATE \@ "M/d/yyyy" 3/5/2009 July 2003 A- PAGE 98 2001 Evaluation Report ENLACE in New Mexico Institute for Social Research UNM Institute for Social Research 2002-03 Evaluation Report New Mexico I- PAGE 2 DRAFT COPY ONLY  DATE \@ "M/d/yyyy" 3/5/2009 July 2003 B- PAGE 101 2001 Evaluation Report ENLACE in New Mexico Institute for Social Research UNM Institute for Social Research 2002-03 Evaluation Report New Mexico I- PAGE 2 DRAFT COPY ONLY  DATE \@ "M/d/yyyy" 3/5/2009 July 2003 C- PAGE 140 The University of New Mexico Figure 1 Figure 2 Figure 3 INSTITUTE FOR SOCIAL RESEARCH Donna Navarrete, Researcher Albuquerque High School Family Center Case Study Research FindingsDecember 2002  *,.HvżkZO<-h5q#hE^5B* CJ ph!$h5q#hE^B* OJQJ\^Jph!h5q#hE^B* ph!!h5q#hE^B* OJQJ^Jph!'h5q#hE^5B* OJQJ\^Jph!h5q#hE^5B* CJ(\ph!h5q#hE^B*CJ(phj&h5q#hE^CJ U$jh5q#hE^CJUmHnHuh5q#hE^CJ h5q#hE^CJOJQJ^J%jh5q#hE^CJOJQJU^J0jh5q#hE^CJOJQJU^JmHnHu   ,-.HvwgdE^ gdE^$@ ^@ `a$gdE^$a$gdE^$a$gdE^ ^`gdE^$a$gdE^ dgdE^^gdE^gdE^gdE^0^0gdE^kvwy ( ҾҧmfZM<,Mh5q#hE^5OJQJ\^J!h5q#hE^5>*OJQJ\^Jh5q#hE^OJQJ^Jh5q#hE^5CJ \ h5q#h~:'h5q#hE^5B*CJ \mH phsH $h5q#hE^B* OJQJ\^Jph$h5q#hE^B* OJQJ\^Jph!,h5q#hE^B* OJQJ\^JmH ph!sH 'h5q#hE^5B* OJQJ\^Jph!!h5q#hE^B* OJQJ^Jph!h5q#B* OJQJ^Jph!h5q#hE^B* CJ \ph! 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Alvarez, E.H. Armijo, P. Atencia, T. Atencio, P.Baca, D. Burgos, L. Chavez, L. Collins, R. Gomez, F. Griego, L. LaFore, D. Lopez, R. Lovato-Baca Lucero, G. Lucero, S. Lujan, D.Lujan-Quinones McCabe, C. Molina, B. Oldaker, T. Olmos, S. Padilla, A.Palacios-Molina Panas, J. Pohl-Zamora Quintero, G.Rodarte-RomeroSandoval, M.E. Seegers, L. Seusy, J. 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 O    ''  Arialw@ LSwUSw0-Arialw@ LSwUSw0----Arialw@Q LSwUSw0----- "System 0-'-  --   !!---'---  --  $   ----'---    a   a  9  9   t  t      ---'---    -      ---'---   ---'---   !!---'---   ---'---   - -   $ a a   $R aR ag g R $     $@ @ U U @ $     $- - B B - $$00$aa$  $nnn$$\\qq\$II^^I$aa$7a7aLL7 `-   `$     $     $     $$}}}$aa  $kkk$aa$aa$""77"-  $     $( ( = = ( $     $ M M+ +  $     $zzz$$hh}}h$$VVkkV$DDYYD$$$44$$  "" -  $     $ 9  9 ( (  $     $     $w w  w $  $e e zze$$SMSMhhS$9 9 $AAVVA$$//DD/$9 9 $9 9 11$$    $9 9 $9 9  `-  `$ a a   $ M M   $u 9 u 9  u $     $b b w w b $MM$PMPMeeP$$>>SS>$$,9 ,9 AA,$` ` $% % //$MM$  $~% ~% ~$  $lll$---'-- - ` ---'-- - ` -    -   a a     9  9    t  t          w w   e e   R R @@..  nn\\------'-- -  g< O2 }H0 ENLACE SANTA FE STUDENT SURVEY 2002-20037<39<779<493774<<7<47<<778........----'-- -  ---'-- -  ----'-- -    2 9 0% 2 9 O2% 2 9 4% 2 9 6% 2 9 ' 8% 2 9 10%% 2 9 O 12%% 2 9 14%% 2 9 16%%---'-- -  ---'-- -   02 Spend more time on homework-%%%%9%%9%%%%%9%/%"92 !Feel more confident in my classes)%%9%%"%%%%%%9!"%""%"!2 HAm more organized-99%%%%%%!%%=2 $$Get my work/assisignments in on time4%9!/%"%"""%%9%%"%%%9%!2 o zGet higher grades4%%%%%%%%%"@2 &Have better relations with my teachers0%!%%%%%%%%"/%9!%%"%%"2 ]E Take notes)%"%%%%""2 bAm a better reader-9%%%%%%%%"2 KAm a better writer-9%%%%/%72  Know how to ask better questions-%%/%%/%%""%%%%%%"%%"C2 8(Work collaboratively with other studentsB%""%%%%%!%!/%%%%"%%%%"=2 b$More confident I'll graduate from HS7%%"%%%%% %%%%%%%90-*2 &Expect to go to college- %%"%%%%"%%%%F2 *Feel confident in taking difficult classes)%%"%%%%%%%"%%%"%"%""%"-2 Feel I am a better leader)%%%9%%%%%%%%F2 *More confident speaking in front of others7%%"%%%%%"%%%"%%%%%%%%%"+2 Attend school more often-%%%""%%%9%%%%%!2 y}Am better in mathr-9%%%%9%%H2 +More involved in extracurricular activities7%%%!%!%%%% %"%"%%%"!%"---'-- -  ------'-- - ;> Arialw@ LSwUSw0- 2 N Questions-----'-- -  -----'-- -  @ 2 2 <Student Replieso-))%)0%)%%----'-- -  --     ---'---   ---'---   - `- `   2 Strongly Agree-%%%!-%%%---'---    ---'---    - -    W  2 G Agree-%%%---'-- -   ---'-- -   --     2  Agree-%%%---'---   ---'---   -  `-  ` R )  2  Disagree0"%%%%---'---    ---'---    - -     2 Disagree0"%%%%---'-- -   ---'-- -  ---'-- -  --    !!- -'   '  ' @\p Paul Guerin Ba="<=<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *      " "  & &     &  & " "  &  &  @ 8 ``i̜̙3f3333f3ffff333ff333f33f33BBB\`Chart1<Students ResponseinParents Response`ibZ   3 A@@  f82 Sometimes QuestionsDisagree AgreeAgree # of StudentsSpend more time on homework!Feel more confident in my classesAm more organized$Get my work/assisignments in on timeGet higher grades&Have better relations with my teachers Take notesAm a better readerAm a better writer Know how to ask better questions(Work collaboratively with other students$More confident I'll graduate from HSExpect to go to college*Feel confident in taking difficult classesFeel I am a better leader*More confident speaking in front of othersAttend school more oftenAm better in math+More involved in extracurricular activitiesSometimes DisagreeSometimes AgreeSpends more time on homeworkCares more about his/her gradesSeems better organizedIs more engaged in school!Has a better relationship with me!Talks more about going to collegeSeems more confident in school!Works collaboratively with othersIs a better readerIs better in math"More motivated to graduate from HSIs a better leader)Is willing to take more difficult classesIs a better speaker+I am more involved with my childs education"I feel welcomed at the high school(I attend the ENLACE/AVID parent meetings # of ParentsENLACE PARENT SURVEY 2002-2003Strongly AgreeSanta Fe(ENLACE SANTA FE STUDENT SURVEY 2002-2003:} q D d C 34  @MHP LaserJet 5P/5MP (HP)?dXXLetter.HP LaserJet 5P/5MP (HP)2xUMK1 g]hҴi, "z]AtdQa`k^>9r.$＃C'{ 7;ޝ:{V@I U! ` @jWGU\Dv>N(dq0a2~j+P$!&P-Nsbҵ^' ҝ$7l_T[Vm3 oyzz|fEDk=b0YB"whN?=[-Ek*- mRh%lNbX# 2pUExUx+AdB5>q9]T/@WӘ5aدh?zW W8vFu!)LARa Lɘ4hE(HOf/+oh"dXX??3 3x3d23 M NM4 3Q: DisagreeQ ;Q ;Q3_4E4 3Q: DisagreeQ ;Q ;Q3_4E4 3Q:  AgreeQ ;Q ;Q3_4E4 3Q: AgreeQ ;Q ;Q3_4E4 3Q:  Strongly AgreeQ ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FA 3O F 3 bo43*#M! M4% ?qBMZ3O5&Q  Questions'4% Z4Z@M3ON&Q "Student Replies'4523  43" 1 H 6X3O0 % M,3OQ4444% S@M3OH&Q d0 ENLACE SANTA FE STUDENT SURVEY 2002-2003'44e?Spend more time on homework?Spend more time on homework?Spend more time on homework?Spend more time on homework?Spend more time on homeworkK!Feel more confident in my classesK!Feel more confident in my classesK!Feel more confident in my classesK!Feel more confident in my classesK!Feel more confident in my classes+Am more organized+Am more organized+Am more organized+Am more organized+Am more organizedQ$Get my work/assisignments in on timeQ$Get my work/assisignments in on timeQ$Get my work/assisignments in on timeQ$Get my work/assisignments in on timeQ$Get my work/assisignments in on time+Get higher grades+Get higher grades+Get higher grades+Get higher grades+Get higher gradesU&Have better relations with my teachersU&Have better relations with my teachersU&Have better relations with my teachersU&Have better relations with my teachersU&Have better relations with my teachers Take notes Take notes Take notes Take notes Take notes-Am a better reader-Am a better reader-Am a better reader-Am a better reader-Am a better reader-Am a better writer-Am a better writer-Am a better writer-Am a better writer-Am a better writerI Know how to ask better questionsI  Know how to ask better questionsI  Know how to ask better questionsI  Know how to ask better questionsI  Know how to ask better questionsY (Work collaboratively with other studentsY (Work collaboratively with other studentsY (Work collaboratively with other studentsY (Work collaboratively with other studentsY (Work collaboratively with other studentsQ $More confident I'll graduate from HSQ $More confident I'll graduate from HSQ $More confident I'll graduate from HSQ $More confident I'll graduate from HSQ $More confident I'll graduate from HS7 Expect to go to college7 Expect to go to college7 Expect to go to college7 Expect to go to college7 Expect to go to college] *Feel confident in taking difficult classes] *Feel confident in taking difficult classes] *Feel confident in taking difficult classes] *Feel confident in taking difficult classes] *Feel confident in taking difficult classes;Feel I am a better leader;Feel I am a better leader;Feel I am a better leader;Feel I am a better leader;Feel I am a better leader]*More confident speaking in front of others]*More confident speaking in front of others]*More confident speaking in front of others]*More confident speaking in front of others]*More confident speaking in front of others9Attend school more often9Attend school more often9Attend school more often9Attend school more often9Attend school more often+Am better in math+Am better in math+Am better in math+Am better in math+Am better in math_+More involved in extracurricular activities_+More involved in extracurricular activities_+More involved in extracurricular activities_+More involved in extracurricular activities_+More involved in extracurricular activitiese@?@@@@@ @@??@@ @@@@@@?"@@?@@@?@"@@?@@@@@@@@@  @ @  @ @  ? @ @  @ ?   @ .@ ?  ? @ &@ ? @ @  @ @? @$@?@&@?@"@@@@@ @@@?@ @@e>  @  dMbP?_*+%&A Page &PMHP Color LaserJet 4500 PCL 6?dXXLetter.HP Color LaserJet 4500 PCL 62Vxe.Q:RZQe Hc@RU"qٻ6шKs `x`.&P{ιl):n`[g=e+N*I(=ŽQC^H?)ޅٷ#W`"hGQ FC1/!KJF+9*kt.K\o rH`!~# OW)͐)⃾DW. 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F]`(   @&A Page &PMHP Color LaserJet 4500 PCL 6?dXXLetter.HP Color LaserJet 4500 PCL 62ExeJCQs㒘X$({` ׼KBTf!K'[+P |[ q7̵p̜T Z9\)I?JI)<<"A2(BC^H "N}+ E†}@eTS$CV 5eRᑟ7H}!"sfII>IRWo% )Av( $-84sj 3È^A-KvԴO4 2Lq@<dA 7 SummaryInformation(DocumentSummaryInformation84_1120292631"!Fs62v6Ole t Excel@p @@BJ՜.+,0 PXd lt| 1 Students ResponseParents ResponseChart1  WorksheetsCharts !FMicrosoft Excel ChartBiff8PRINTN+CompObjbObjInfo !WorkbookG@iD  R   )/''  Arialw@ nbwbw0-Arialw@ bbwbw0------Arialw@ !bwbw0-----"System 0-'- )/--  !!---'--- )/-- $] ] ----'--- a  n n  H H     ! !   ] ] ---'--- )/ -  ] ] ---'---  )/---'---  !!---'---  ^ ---'---  m - -  $   $ n n   $  1 1  $$//HH/$FF__F$$$nn//$sss `- $ n n   $/ / H H / $     $F F _ _ F $     $\ \ u u \ $//$$--FF-$[[$nn$C C \\C$nn$ZZssZ- $     $  / /  $s s   s $ 4 4   $, , F F , $ H H   $     $C [C [\ \ C $  $[[$ZZssZ$  $nn--$qH qH q$[[$**CC*$nn$H H $AAZZA- $   $    $Z 4 Z 4 s s Z $     $  , ,  $p [p [  p $     $* * C C * $  $H H $A A ZZA$  $p p $XXqqX$  $  **$n n n$$((AA(`- $     $     $A [A [Z Z A $ n n   $ [ [   $W W p p W $  * *  $nnn$$((AA($  $nn$??XX?$  $  $UUnnU$$  ((---'-- - ^ ---'-- - )/- ] -++nn+  ++H H +  +  +! ! +  +] ] t t   . .     D D   [[rr,,BB--------'-- - n r R2 2 ENLACE/AVID STUDENT SURVEY 8th -vs- 9th7<39<797<74<<7<47<<778.3/..3 2 'EVHS77<7----'-- - )/---'-- - )/----'-- - )/  2 P0% 2 P\2% 2 P4% 2 P6% 2 P6 8% 2 P 10%% 2 P^ 12%% 2 P 14%% 2 P 16%% 2 P8 18%%---'-- - )/---'-- - )/ 02 Spend more time on homework-%%%%9%%9%%%%%9%/%"92 !Feel more confident in my classes)%%9%%"%%%%%%9!"%""%"!2 W UAm more organized-99%%%%%%!%%=2 1$Get my work/assisignments in on time4%9!/%"%"""%%9%%"%%%9%!2  Get higher grades4%%%%%%%%%"@2 n +&Have better relations with my teachers0%!%%%%%%%%"/%9!%%"%%"2 R Take notes)%"%%%%""2 ( oAm a better reader-9%%%%%%%%"2 Am a better writer-9%%%%/%72  Know how to ask better questions-%%/%%/%%""%%%%%%"%%"C2 >(Work collaboratively with other studentsB%""%%%%%!%!/%%%%"%%%%"=2 o$More confident I'll graduate from HS7%%"%%%%% %%%%%%%90-*2 Expect to go to collegen- %%"%%%%"%%%%F2 U*Feel confident in taking difficult classes)%%"%%%%%%%"%%%"%"%""%"-2 Feel I am a better leader)%%%9%%%%%%%%F2 *More confident speaking in front of others7%%"%%%%%"%%%"%%%%%%%%%"+2 lAttend school more often-%%%""%%%9%%%%%!2 Am better in mathr-9%%%%9%%H2 &+More involved in extracurricular activities7%%%!%!%%%% %"%"%%%"!%"---'-- - )/------'-- - \K Arialw@w bwbw0- 2 [ Questionse-----'-- - )/-----'-- - *  2 Student Repliesi-))%)0%)%%----'-- - )/--   ---'---  ---'---  - `- \ 3 2 l No Changes0%0%%%%%---'---   ---'---   - -  H\ 3 2 l Agree-%%%---'-- -  ---'-- -  --  \ 3 2 xl  Agree-%%%---'---  ---'---  -  `- \ 3 2 l Disagree0"%%%%---'---   ---'---   - -  \ Z3 2 Jl Disagree0"%%%%---'-- -  ---'-- - )/---'-- - )/--   !!- -' )/ '  'Excel.Chart.89qOh+'0HPl| Clarissa T. LopezeNode 92Microsoft Excel@p @@+?HF՜.+,0 PXd lt| k      !"#$%&'()*+,-./0123456789:;<=>?@CDGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ @\pNode 92 Ba=" (<=z&%|)9X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *      " "  & &     &  & " "  &  & 8 ``i̜̙3f3333f3ffff333ff333f33f33BBB\`Chart1;Students Response7aParents ResponseSheet3Sheet4Sheet5Sheet6Sheet7Sheet8Sheet9Sheet10Sheet11Sheet12Sheet13Sheet14Sheet15Sheet16`ibZ   3 A@@  ^92$ENLACE/AVID STUDENT SURVEY 2002-2003 Sometimes QuestionsDisagree AgreeAgree No Change # of StudentsSpend more time on homework!Feel more confident in my classesAm more organized$Get my work/assisignments in on timeGet higher grades&Have better relations with my teachers Take notesAm a better readerAm a better writer Know how to ask better questions(Work collaboratively with other students$More confident I'll graduate from HSExpect to go to college*Feel confident in taking difficult classesFeel I am a better leader*More confident speaking in front of othersAttend school more oftenAm better in math+More involved in extracurricular activities#ENLACE/AVID PARENT SURVEY 2002-2003Sometimes DisagreeSometimes AgreeSpends more time on homeworkCares more about his/her gradesSeems better organizedIs more engaged in school!Has a better relationship with me!Talks more about going to collegeSeems more confident in school!Works collaboratively with othersIs a better readerIs better in math"More motivated to graduate from HSIs a better leader)Is willing to take more difficult classesIs a better speaker+I am more involved with my childs education"I feel welcomed at the high school(I attend the ENLACE/AVID parent meetings # of ParentsEVHS: v M O E>L  @M\\NODE-51\HP LaserJet 54C odXXLetterDINU"4B "dXX??33d23 M NM4 3Q: DisagreeQ ;Q ;Q3_4E4 3Q: DisagreeQ ;Q ;Q3_4E4 3Q:  AgreeQ ;Q ;Q3_4E4 3Q: AgreeQ ;Q ;Q3_4E4 3Q:  No ChangeQ ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FA  3OJ } 3 bo43*#M! M4% -vBMZ3O=&Q  Questions'4% OS@M3O[&Q "Student Replies'4523  43"  ZG3O X% M,3OQ4444% PL@M3OE(&Q r7 ENLACE/AVID STUDENT SURVEY 8th -vs- 9th EVHS'44e?Spend more time on homework?Spend more time on homework?Spend more time on homework?Spend more time on homework?Spend more time on homeworkK!Feel more confident in my classesK!Feel more confident in my classesK!Feel more confident in my classesK!Feel more confident in my classesK!Feel more confident in my classes+Am more organized+Am more organized+Am more organized+Am more organized+Am more organizedQ$Get my work/assisignments in on timeQ$Get my work/assisignments in on timeQ$Get my work/assisignments in on timeQ$Get my work/assisignments in on timeQ$Get my work/assisignments in on time+Get higher grades+Get higher grades+Get higher grades+Get higher grades+Get higher gradesU&Have better relations with my teachersU&Have better relations with my teachersU&Have better relations with my teachersU&Have better relations with my teachersU&Have better relations with my teachers Take notes Take notes Take notes Take notes Take notes-Am a better reader-Am a better reader-Am a better reader-Am a better reader-Am a better reader-Am a better writer-Am a better writer-Am a better writer-Am a better writer-Am a better writerI Know how to ask better questionsI  Know how to ask better questionsI  Know how to ask better questionsI  Know how to ask better questionsI  Know how to ask better questionsY (Work collaboratively with other studentsY (Work collaboratively with other studentsY (Work collaboratively with other studentsY (Work collaboratively with other studentsY (Work collaboratively with other studentsQ $More confident I'll graduate from HSQ $More confident I'll graduate from HSQ $More confident I'll graduate from HSQ $More confident I'll graduate from HSQ $More confident I'll graduate from HS7 Expect to go to college7 Expect to go to college7 Expect to go to college7 Expect to go to college7 Expect to go to college] *Feel confident in taking difficult classes] *Feel confident in taking difficult classes] *Feel confident in taking difficult classes] *Feel confident in taking difficult classes] *Feel confident in taking difficult classes;Feel I am a better leader;Feel I am a better leader;Feel I am a better leader;Feel I am a better leader;Feel I am a better leader]*More confident speaking in front of others]*More confident speaking in front of others]*More confident speaking in front of others]*More confident speaking in front of others]*More confident speaking in front of others9Attend school more often9Attend school more often9Attend school more often9Attend school more often9Attend school more often+Am better in math+Am better in math+Am better in math+Am better in math+Am better in math_+More involved in extracurricular activities_+More involved in extracurricular activities_+More involved in extracurricular activities_+More involved in extracurricular activities_+More involved in extracurricular activitiese?@@$@@?"@$@?@@&@@?&@@@@@@@? @@@?@1@?@@"@?$@@@ ? ? @  @ @   @ "@ @  ? @ (@ @ ? ? @ .@ @  @  @ @ ??@@"@@@@$@@?@(@@@@ @@@@?@@@e>  @  dMbP?_*+%&A Page &PMHP Color LaserJet 4500 PCL 6?dXXLetter.HP Color LaserJet 4500 PCL 62Vxe.Q:RZQe Hc@RU"qٻ6шKs `x`.&P{ιl):n`[g=e+N*I(=ŽQC^H?)ޅٷ#W`"hGQ FC1/!KJF+9*kt.K\o rH`!~# OW)͐)⃾DW. 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LopezeNode 92Microsoft Excel@p @@>IF՜.+,0 PXd lt| k&  @\pNode 92 Ba=" xF=z5%&9X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *      " "  & &     &  & " "  &  & 8 ``i̜̙3f3333f3ffff333ff333f33f33BBB\`Chart2p8Students Response]Parents Response4Sheet36Sheet48Sheet5:Sheet6<Sheet7>Sheet8@Sheet9BSheet10DSheet11FSheet12HSheet13JSheet14LSheet15NSheet16`ibZ   3 A@@  ^92$ENLACE/AVID STUDENT SURVEY 2002-2003 Sometimes QuestionsDisagree AgreeAgree No Change # of StudentsSpend more time on homework!Feel more confident in my classesAm more organized$Get my work/assisignments in on timeGet higher grades&Have better relations with my teachers Take notesAm a better readerAm a better writer Know how to ask better questions(Work collaboratively with other students$More confident I'll graduate from HSExpect to go to college*Feel confident in taking difficult classesFeel I am a better leader*More confident speaking in front of othersAttend school more oftenAm better in math+More involved in extracurricular activities#ENLACE/AVID PARENT SURVEY 2002-2003Sometimes DisagreeSometimes AgreeSpends more time on homeworkCares more about his/her gradesSeems better organizedIs more engaged in school!Has a better relationship with me!Talks more about going to collegeSeems more confident in school!Works collaboratively with othersIs a better readerIs better in math"More motivated to graduate from HSIs a better leader)Is willing to take more difficult classesIs a better speaker+I am more involved with my childs education"I feel welcomed at the high school(I attend the ENLACE/AVID parent meetings # of ParentsEVHS: v M O E>L  @M\\NODE-51\HP LaserJet 54C odXXLetterDINU"4B "dXX??3?3d23 M NM4 3Q: DisagreeQ ;Q ;Q3_4E4 3Q: (Sometimes DisagreeQ ;Q ;Q3_4E4 3Q: "Sometimes AgreeQ ;Q ;Q3_4E4 3Q: AgreeQ ;Q ;Q3_4E4 3Q:  No ChangeQ ;Q ;Q3_4E4D$% M 3O&Q4$% M 3O&Q4FA 3O] 3 bo43*#M! M4% [,BMZ3O=&Q  Questions'4% @M3Ol&Q &Number of Parents'4523  43"  q3O % M,3OQ4444% OR@M3O(&Q T(ENLACE/AVID Parent Survey 2002-2003 EVHS'44eASpends more time on homeworkASpends more time on homeworkASpends more time on homeworkASpends more time on homeworkASpends more time on homeworkGCares more about his/her gradesGCares more about his/her gradesGCares more about his/her gradesGCares more about his/her gradesGCares more about his/her grades5Seems better organized5Seems better organized5Seems better organized5Seems better organized5Seems better organized;Is more engaged in school;Is more engaged in school;Is more engaged in school;Is more engaged in school;Is more engaged in schoolK!Has a better relationship with meK!Has a better relationship with meK!Has a better relationship with meK!Has a better relationship with meK!Has a better relationship with meK!Talks more about going to collegeK!Talks more about going to collegeK!Talks more about going to collegeK!Talks more about going to collegeK!Talks more about going to collegeESeems more confident in schoolESeems more confident in schoolESeems more confident in schoolESeems more confident in schoolESeems more confident in schoolK!Works collaboratively with othersK!Works collaboratively with othersK!Works collaboratively with othersK!Works collaboratively with othersK!Works collaboratively with others-Is a better reader-Is a better reader-Is a better reader-Is a better reader-Is a better reader+ Is better in math+ Is better in math+ Is better in math+ Is better in math+ Is better in mathM "More motivated to graduate from HSM "More motivated to graduate from HSM "More motivated to graduate from HSM "More motivated to graduate from HSM "More motivated to graduate from HS- Is a better leader- Is a better leader- Is a better leader- Is a better leader- Is a better leader[ )Is willing to take more difficult classes[ )Is willing to take more difficult classes[ )Is willing to take more difficult classes[ )Is willing to take more difficult classes[ )Is willing to take more difficult classes/ Is a better speaker/ Is a better speaker/ Is a better speaker/ Is a better speaker/ Is a better speaker_+I am more involved with my childs education_+I am more involved with my childs education_+I am more involved with my childs education_+I am more involved with my childs education_+I am more involved with my childs educationM"I feel welcomed at the high schoolM"I feel welcomed at the high schoolM"I feel welcomed at the high schoolM"I feel welcomed at the high schoolM"I feel welcomed at the high schoolY(I attend the ENLACE/AVID parent meetingsY(I attend the ENLACE/AVID parent meetingsY(I attend the ENLACE/AVID parent meetingsY(I attend the ENLACE/AVID parent meetingsY(I attend the ENLACE/AVID parent meetingse @@?@$@?(@??&@??"@@(@?(@?*@@$@? ? ? @ @ ?   ? &@ ?    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F]`d$  @&A Page &PMHP Color LaserJet 4500 PCL 6?dXXLetter.HP Color LaserJet 4500 PCL 62ExeJCQs㒘X$({` ׼KBTf!K'[+P |[ q7̵p̜T Z9\)I?JI)<<"A2(BC^H "N}+ E†}@eTS$CV 5eRᑟ7H}!"sfII>IRWo% )Av( $-84sj 3È^A-KvԴO4 2Lq@<d7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 @  dMbP?_*+%&A Page &P"P??PU>@7 DocumentSummaryInformation861TableSummaryInformation(+>DocumentSummaryInformation8E<2 Students ResponseParents ResponseSheet3Sheet4Sheet5Sheet6Sheet7Sheet8Sheet9Sheet10Sheet11Sheet12Sheet13Sheet14Sheet15Sheet16Chart2  WorksheetsChartsOh+'0h fC!vh5 5M 5N #v #vM #vN :V l065 5u 5v / aCytE^$$IfC!vh5 5M 5N #v #vM #vN :V l06,5 5x 5y / aCytE^$$IfC!vh5 5M 5N #v #vM #vN :V l065 5x 5y / aCytE^$$IfC!vh5 5M 5N #v #vM #vN :V l065 5x 5y / aCytE^$$If!vh5h%#vh%:V l406,5h%/  / ytE^$$If!vh5h%#vh%:V l065h%/ /  / ytE^$$If!vh5h%#vh%:V l065h%/ /  ytE^$$If!vh5h%#vh%:V l065h%/ / ytE^$$If!vh5h%#vh%:V l406,5h%/  / ytE^$$If!vh5h%#vh%:V l065h%/ /  / ytE^$$If!vh5h%#vh%:V l065h%/ / ytE^C Dd#!>  C A?2 4x-^N7 `! 4x-^N7*<.Y0@SS xZlUW?xCaw[qPY%hGV xmoW^޻mW1 %,Y8bhd22L0!Y&&#d$%,A9Y{mi}s~wg6c"ƒl3ÿ88,>/Ak1h-a?UM|>'ɨ#, *?sJQd?L8F}Ðciu@>o#x xFhC}?@ _4GH;vA*.vhk*8S VXeu%]>K #,w!\  NׁG6|G?ByI=1L@[vA}xF7rx|w%GBXϐ(G־Ih$[8@9F[2pF(h<v:A()BI(hk_ \ } !,17! 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