Padres Planeando Para el Colegio

1. Padres Planeando Para el Colegio La universidad no es un sueño, si no un plan

2. Goals Ensure that parents and students understand the long-term benefits of a higher education degree and the steps necessary to prepare for college.

3. Why Plan for College Objectives • To increase expectations of children’s academic and future success • To learn about statistics and other data regarding academic achievement in our community • To understand that participation and engagement in all stages of a child’s development and school years is important to success • To understand the importance of starting to plan early for college

4. What mountain peak do you want your child to reach?

5. Why go to college?

7. Why go to college? • Every bit of education a person gets after high school increases the chances they will earn good pay. Most college graduates earn more money during their working years than people who stop their education at high school earn. Also, college graduates also had a far lower unemployment rate during the current recession: 5.1 percent lower than people with only a high school diploma.

8. Why go to college? • The more education you get the more likely it is you will always have a job. According to one estimate, by the year 2028 there will be 19 million more jobs for educated workers than there are qualified people to fill them. Also, college graudates have more choices about what to do with their lives, and much more flexibility if they change their minds about what is best for them.

9. Why go to college? • Continuing education after high school is much more important for youth today than it was previous generations. Today most good jobs require more than a high school diploma. • Education beyond high school gives many other benefits, including meeting new people and taking part in new opportunities to explore interests. Source: http://www.actstudent.org/college/index.html

10. Why go to college? • Adults with college degrees are healthier, more active citizens than those without a college degree. • College graduates ages 25 to 44 are 14 % less likely to be obese. • Adults ages 25 to 34 with a college degree are nearly twice as likely to exercise vigorously. • Smoking among those with a bachelor's degree is 9 %. High school grads: 27%. • 68% of college-educated parents read to their kids daily in 2007 - over 20% more than high school grads. • The percentage of people with college degrees who donate their time to community organizations is higher than other groups. Source: College Board, “Education Pays,” 2010

11. Nearly nine-in-ten (89%) Latino young adults ages 16 to 25 say that a college education is important for success in life, yet only about half that number-48%-say that they themselves plan to get a college degree What are some barriers that keep youth from attending college?

12. Perceived Barriers • Cost of tuition – 77% • A need to work – 77% • Received a poor high school education – 58% • English skills limited – 49% * • Feeling that a college degree is not needed to be successful – 48% • Discrimination – 40% • Staying close to their family instead of going away to school – 33% • Source: Pew Hispanic Center / Kaiser Family Foundation National Survey of Latinos: Education, January 2004 and January 2010 • * Statistic is taken from 2010 survey,

13. The Power of Parents • Student achievement improves when parents express high (but not unrealistic) expectations for their children's achievement and future careers. • In a multi-year study of over 1,500 low-income children in Chicago, it was found that the most consistent predictors of children's academic achievement and social adjustment were parent expectations of their child's educational attainment and satisfaction with their child's education at school. (Reynolds, 2000)

14. The Power of Parents • In a study of 1,141 high- and low-achieving third-graders from 71 Los Angeles elementary schools, it was found that parents of the high-achieving students set higher standards for their children's educational activities than parents of low-achieving students (Clark, 1993).

15. How can we establish a culture of high expectations at home? A college-going culture includes the practices, attitudes, and actions of parents and siblings that support and encourage kids to attend college.

16. How can we establish a culture of high expectations at home? A college-going culture includes the practices, attitudes, and actions of parents and siblings that support and encourage kids to attend college.

17. Creating a College Going Culture Begins at Home • Become more informed – Find out how is your child doing in school, how is your child’s school performing overall, what preparation is needed for going to college, what resources are available, etc. • Set high expectations – Know your child well, and let them know regularly that you expect them to perform to the best of their ability in multiple areas – academics, sports, music, the arts. Celebrate success; work together to take steps when a goal is not reached.

18. Creating a College Going Culture Begins at Home • Talk about goals. Encourage your kids to talk about their goals after high school. Emphasize the importance of smart goal setting and achieving your dreams. Inform them about your own goals in your life and how you plan to reach them. • Discuss your experiences. If you attended college, tell your child about your experiences and how much college changed your life. If your child is the first one in the family to attend college, create excitement by talking about all the positives of college life.

19. Creating a College Going Culture Begins at Home • Watch the language you use. Talk about where, not if • Discuss where your kid wants to attend college. • Make it a part of normal conversation, not just something that’s talked about once in a while. • When you talk about your child’s graduating class, instead of using their high school graduation date (class of 2010), use the date of college graduation (class of 2014).

20. Creating a College Going Culture Begins at Home • Use outside experiences. Use a trip to your pet’s veterinarian as a chance to talk about what a veterinarian does in her or her job daily. Expand the conversation to include what other types of doctors do in their jobs. • Know you your child’s friends are. Do they share the same high expectations? • Visit college campuses • Continue your own education

21. How many of our children will graduate from high school?

22. The Reality We Currently Face Source: Chicano Studies Research Center, 2007 Every 100 Latino High School Graduate Students Univ/Cal 8 C College 75 Cal State 17 7 transfer to Univ/Cal 1 Cal state 6

23. The Reality We Currently Face Out of every 100 Latino students in elementary in California (2007): • 51 will graduate from High School -- 2 out of every 5 students won’t finish High School • 11 will graduate from a Community College • 4 will graduate from a 4 year university • 1 will have a masters degree Source: Chicano Studies Research Center, 2007

24. The Reality We Currently Face The problem of remediation • Of the 40,000 freshmen admitted each year into California State University—the largest university system in the country—more than 60 % need help in English, math, or both. • Between 50 and 70 percent of more than 2.6 million community college students need remedial math or English. Source: Strong Schools Alliance, 2008

25. “Vision is not enough; it must be combined with venture. It is not enough to stare up the steps; we must step up the stairs.”Vaclay Havel, Czech essayist and playwright

26. Sources • Chicano Studies Research Center. (2007). California Community college Students: Understanding the Latino/a Transfer Experience Through all Segments of Postsecondary Education. Los Angeles: UCLA. • College Board, “Education Pays,” 2010 • Pew Hispanic Center / Kaiser Family Foundation National Survey of Latinos: Education, January 2004 and January 2010 • http://www.actstudent.org/college/index.html

27. Sources • Reynolds, A. J., et al. Chicago Longitudinal Study selected publications and reports at http://www.waisman.wisc.edu/cls/PUBLICATION.HTM#Publications 2000-present • Reginald, C.M. (1993). Homework-Focused Parenting Practices That Positively Affect Student Achievement. In Chavkin, Nancy Feyl (Ed.), Families and Schools in a Pluralistic Society Albany, NY: State University of New York Press, 85–105. • Strong Schools Alliance. (2008). Diploma to nowhere. Washington, DC: Author.