La pandemia de salud de COVID ha reducido el progreso logrado en la cantidad de estudiantes latinos que se gradúan con un certificado o título universitario, un desarrollo que podría tener impactos raciales y económicos a largo plazo en Colorado.

Wil Del Pilar, de Education Trust, dice que la principal barrera para los estudiantes latinos es la falta de recursos financieros en comparación con sus compañeros blancos.

Solo el 21 por ciento de los hombres latinos han obtenido un título universitario, en comparación con el 47 por ciento de los adultos blancos.

"La razón por la que esto es critico es porque los trabajos que se están creando requieren algo de educación postsecundaria," dice Del Pilar. "Por lo tanto, a menos que eduquemos a esta población de residentes en nuestro estado, en realidad los dejaremos atrás en la economía."

Colorado ocupa un lugar destacado a nivel nacional por su población con estudios; El 61 por ciento de todos los habitantes de Colorado tienen alguna credencial universitaria.

Un informe reciente de Chalkbeat encontró que en Colorado solo uno de cada cuatro hispanos han obtenido un certificado o título. En Colorado, menos de la mitad de los hombres latinos que asisten a universidades de cuatro años y menos de un tercio en universidades comunitarias, logran graduarse.

Del Pilar dice que incluso los apoyos más modestos pueden marcar una gran diferencia. Señala un programa de subsidios de emergencia que su grupo ha apoyado para ayudar a los estudiantes si necesitan comprar comida o reparar su automóvil, para evitar que los estudiantes dejen de asistir a la escuela.

Dice que le sorprendió el tamaño promedio de los subsidios.

"Setenta y seis dólares podrían ser la diferencia entre un estudiante que obtiene un titulo, o un estudiante que se encuentra en una de estas estadísticas," enfatiza Del Pilar. "De las 36 millones de personas en este país que han ido a la universidad y no tienen un titulo."

La matrícula hispana en educación superior cayó cinco por ciento el otoño pasado durante el apogeo de la pandemia. La matriculación entre los estudiantes universitarios hispanos por primera vez se redujo en casi un 20 por ciento.

Del Pilar dice que los estudiantes que ingresan a un entorno en el que no ven a muchas personas que se parecen a ellos enfrentan barreras adicionales si son los primeros en su familia en asistir a la universidad.

"Cuando ves a muchos estudiantes de primera generación, especialmente entre los estudiantes latinos, el estudiante tiene que resolverlo por su cuenta," dice Del Pilar. "No tienen lo que llamamos "conocimiento universitario", de lo que se necesita saber para ingresar, para pagar y lo que se necesita para terminar la universidad."

La Fundación Lumina proporcionó apoyo para este informe.


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A new report found Michigan kids have remained stagnant across several key indicators of student success, such as fourth-grade reading and eighth-grade math performance.

One in four Michigan students who go onto postsecondary opportunities require remedial education, and the number is more than 40% for the state's Black students.

Hayley Butler, data and policy analyst for The Education Trust-Midwest, which released the report, said Michigan needs to invest in education, but also make improvements in systems, policies and practices.

"We want to see more services provided to the students who need the support, so that they're able to achieve at high levels," Butler explained. "We know all students are capable of reaching high potential if they have what they need to succeed."

The report pointed out learning loss due to the COVID pandemic has widened opportunity gaps for low-income students and students of color. Michigan ranks 32nd in the nation for fourth-grade reading. And since 2003, students in other states have improved their eighth grade math scores by nearly three times more than eighth graders in Michigan.

Butler added unprecedented federal funding for public schools as part of COVID relief packages is an opportunity to make needed changes, from fair funding and investment to transparency, public reporting and accountability.

"We would love to see more data systems and fiscal transparency to ensure that the extra funds that we're calling to be invested in the system are actually spent in the classroom," Butler urged. "In ways that we know evidence said serve students and actually helps them reach their potential."

She noted it is important for Michigan to look to other states implementing evidence-based policies and funding models to ensure students with the highest needs receive support.

Montana's effort to increase college graduation numbers is getting a boost from a new grant.

The nonprofit Complete College America has chosen the Treasure State and two other states for its Policy, Equity and Practice initiative, made possible through a $1.75 million grant from Ascendium Education Group.

The goal is to help underserved students, such as low-income, Native American and rural students, graduate in a timely manner and without a mountain of student debt.

Crystine Miller, director of student affairs and student engagement for the Montana University System, said the initiative will help students with needs in math and English, which are indicators of academic outcomes.

"How do we provide them the right courses so that they're in college-level, credit-bearing courses, that they're not wasting time and money on prerequisite courses that don't get them any credit and that they have to pay for," Miller questioned. "And how do we help them do that in a way that launches them into their academic path?"

About 90% of low-income, first-generation students do not graduate within six years, according to EAB, formerly known as the Education Advisory Board.

The initiative also will support the Montana 10 program. Miller noted the program offers comprehensive support for underserved students in three areas: financially, academically and by connecting them with advisers or coaches. She added in its pilot cohort of 235 students across three universities, the outcomes were encouraging.

"We have about a 20% increase in retention for those cohorts," Miller reported. "And because of the outcomes we're seeing and because we really believe that this can transform how we do things and how we make sure that all Montanans have access to a college degree, we're expanding Montana 10."

Complete College America's initiative is also supporting higher education efforts in Arkansas and Oklahoma.

Support for this reporting was provided by Lumina Foundation.

Many U.S. college degree programs can take years of full-time study, a serious time crunch for working adults. That's why more universities are offering flexible coursework options to improve enrollment - especially in rural areas.

Reporter Nick Fouriezos covers higher education in rural America for the non-profit Open Campus. He said 40% of today's college students have full-time jobs - which causes some to back away from higher education.

"The biggest issue facing a lot of rural education and a lot of rural students," said Fouriezos, "is that they haven't been given the awareness of what is available and what is actually possible for them."

Nationally, 7.5 million of the nearly 20 million college enrollees for fall 2020 were going to school part-time, according to the National Center for Education Statistics.

According to the U.S. Department of Agriculture, people living in rural areas have increased participation in higher learning over time - but the numbers have not kept pace with urban gains, especially in college and postgraduate education.

Fouriezos said with mounting student debt, tuition and living costs, more students want to see a direct connection between their initial classes and the careers they're pursuing.

"I think it's a mistake to focus too much on how can we convince people, 'This degree is good for you,'" said Fouriezos, "and instead saying, 'Hey, what are your needs and how can we meet them?'"

Because the definition of a "typical" college student is changing rapidly, Fouriezos said some institutions are exploring the idea of adding three-year bachelor's degrees.

"What we're typically finding more and more of is for rural students," said Fouriezos, "higher education really means part-time education."

Institutions exploring three-year degree programs include the University of North Texas and the University of Minnesota in Rochester.

Support for this reporting is provided by Lumina Foundation.