TORCH aims to improve the high school graduation and postsecondary participation of youth who are low-income, Latino, and/or potential first-generation college attendees. TORCH started when community members came together out of concern over the graduation rate for Latino youth in Northfield – only 27% of Latino youth were graduating from high school.

College Match focuses on high achieving high school students who are low-income and primarily Latino/a. This year, College Match provided comprehensive college access services to more than 700 low-income students in 23 high schools.

This is a two-year program that provides research training to first-generation, low-income and underrepresented minority undergraduates, to place them into respected PhD programs, and to ensure the future success of MARC graduates in those programs. To achieve this, students are provided with a solid curriculum, strong research experiences, career and academic advisement, and experience presenting their data at national meetings.

The ENLACE Fellows initiative funds the tuition of 10-15 individuals for enrollment in the Master of Arts in Educational Leadership with a Higher Education concentration every two years. The MA program has a curriculum and specific coursework focused on the educational needs of an increasingly diverse college student population.

The Joaquin Bustoz Math-Science Honors Program (JBMSHP) at Arizona State University (ASU) is a summer residential mathematics program intended for mature and motivated high school students who are interested in academic careers requiring mathematics, science, or engineering-based coursework and who are typically underrepresented in those fields of study. Fifty percent (50%) of all JBMSHP alumni since 1985 have been Hispanic.

The Clinical Laboratory Science Program, established in 1976, is accredited by the National Accrediting Agency for Clinical Laboratory Sciences. The Hispanic population has traditionally been under represented in allied health fields such as clinical laboratory science. Students in the program are primarily Hispanic, first generation, college students.

The Yakima Valley College (YVC) TRiO staff created the Scaffolds to Success (SsS) program to increase the persistence, graduation, and transfer rates of incoming students who are low-income, first-generation, and academically under-prepared. All qualifying students are informed about the program; approximately one-third of qualifying students self-select into the program each fall quarter.

LEAP (Learning Enhanced through Accelerated Paths) was established in fall 2012 to address a challenge faced by 75% of incoming Hispanic students at Union County College — the requirement of developmental courses that delay degree completion. LEAP encourages timely graduation by providing first-time students the opportunity to complete accelerated developmental courses in English, mathematics or ESL.

The Equity Mentoring Program was developed in the Math Department as a result of the Equity in Excellence Project, which brought the Equity Scorecard from USC’s Center for Urban Education (CUE) to Community College of Aurora (CCA). The scorecard uses inquiry as a strategy to identify and change the practices and beliefs of institutions that lead to inequitable outcomes for students in terms of race/ethnicity.

Design for Completion (D4C) is a system-wide redesign of educational pathways, a reinventing of institutional roles, and a re-imagining of the vision of Odessa College. Two main interlocking initiatives under D4C are the Drop Rate Improvement Program and AVID. The first initiative, introduced in 2011, focuses on keeping Hispanic students in the classroom through four faculty commitments that target student-faculty connection.