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Despite progress, California’s Latino students still face multiple educational challenges

Education Dive – Linda Jacobson

“Over the past decade, the number of Latino students in California completing an associate or bachelor’s degree has doubled, and the dropout rate among these students has fallen from 27% in 1994 to 13% in 2015. But Latino 3- and 4-year-olds in the state are still far less likely to attend preschool than young white, black and Asian children, and in school, they are more likely to have a less effective teacher, to attend a school without an arts programs to have less access to courses required for admission to the state’s two university systems.”(more)

Eva Longoria: This Is Why We Need More Latinas In STEM

Refinery 29 – Eva Longoria

“Today is 50/50 Day — a day of conversations about the leadership, economic, political, and social changes needed to achieve a more equal world for girls and women. Given that more than 25% of Latinas live in poverty, I am keenly aware of the financial hardships we face and our underrepresentation in positions of power — from board rooms to the halls of Congress.
Closing the gender divide in science, technology, engineering, and math (STEM) fields is one of the most effective ways to achieve equality. The U.S. Department of Labor estimates that there will be 1.1 million computing-related job openings by 2024. More than half of these jobs may go unfilled due to the insufficient pool of qualified college graduates. The job market is changing rapidly, and those in the workforce will need computing, engineering, and physics skills to be ready for the future world of work. Today, however, only 3% of Latina women are represented in STEM fields.”(more)

Reaching 90% Grad Rate Unlikely Without an Acute Focus on Low-Income, Minority Kids, Report Finds

The 71 Million – Mark Keierleber

“As the national high school graduation rate continues to rise — it hit a record 83.2 percent last year — the leaders of a campaign to raise that number to 90 percent by 2020 said Wednesday they fear the country will not meet that goal. Hitting that ambitious target would require a far more intense focus on minority and low-income students, who continue to lag behind. “We’ve got to be real about what the barriers are to success for students,” said John Gomperts, president and CEO of the America’s Promise Alliance.”(more)

Closing the pre-K math education gap for Latino students

District Administration – Steven Wyman-Blackburn

“When beginning kindergarten, Latino students are three months behind in math literacy when compared to their white peers, says a 2017 study conducted by Child Trends, a nonprofit research organization that works to improve the lives children and families. The study, “Making Math Count More for Young Latino Children,” cites poverty in Latino households as a cause, and says these young students will fall farther behind if the problem isn’t addressed in the classroom.”(more)

OPINION: The simple steps that encourage young learners to break equity barriers

The Hechinger Report – Philip W.V. Hickman and Stephen M. Smith

“The class of 2028 will, no doubt, have a maze of postsecondary options to help them unlock their dreams and ambitions. Yet while the connection between education and aspiration is intuitive to many, it’s not necessarily so for children — particularly for those who come from low-income households or families with no college education. Students from low-income families enroll in college (immediately after high school) at a rate 30 percentage points lower than that for students from high-income families — and that gap has persisted since 1990. And it’s not for lack of aspirations. The Educational Policy Improvement Center notes that 93 percent of middle-school students aspire to attend college, and yet only 44 percent of those students actually enroll. There is a gap between what students aspire to achieve and what they accomplish.”(more)

Louis M. Shucker: ‘Hidden Figures’ and STEM education

The Reading Eagle – Louis M. Shucker

“In addition to proving immensely popular at the box office, “Hidden Figures” serves as a vehicle to encourage diversity in the science, technology, engineering and math curriculum known as STEM. It is helping to inform the ongoing conversation surrounding women and minorities in STEM related fields. By unceasing awareness of past gender and racial inequality, “Hidden Figures” has generated interest in addressing inequities that persist to this day. Studies have shown that male and female students perform equally as well in science and math standardized tests. Nevertheless, large gaps persist between white and black students. A 2015 index analysis shows that even as the number of STEM-related degrees and jobs continues to increase, deeply entrenched gaps between men and women and an even wider gap between whites and minorities remain in obtaining STEM degrees.”(more)