This brief outlines evolving approaches and discussions to understand post-completion success for Latino students at seven Hispanic-Serving Institutions (HSIs). < Back Beyond Completion: Post-Completion Efforts at Hispanic-Serving Institutions Gabriel Bermea July 2022 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Post-completion success for Latino students is a conscious campus-based conversation that is gaining traction and support in a growing number of institutions. As the nation continues to recover from the economic impact of the pandemic, institutions intentionally focused on serving their students saw an opportunity to rethink their efforts to support Latino, and all, students beyond degree completion. As institutions continue to make progress on Latino enrollment and completion, Latino representation within the workforce is expected to increase by 3% every year. As a result of these changes, Hispanic-Serving Institutions (HSIs) are expanding their scope of Latino student success and taking active steps to create learning experiences that promote workforce preparation and foster Latino post-completion success. Excelencia in Education collaborated with seven HSIs to examine post-completion success efforts. Austin Community College California State University-Fullerton Long Beach City College Texas State University University of Arizona University of Illinois Chicago Wilbur Wright College Excelencia in Education's latest brief summarizes efforts by this cohort of HSIs engaged in conscious campus-based conversations to rethink their post-completion success efforts. Findings These HSIs are progressing beyond completion to meet the needs of the nation’s economy and develop strategies and practices that more intentionally serve Latino degree completers. Excelencia identified three strengths that demonstrate the cohort’s efforts to advance post-completion success efforts with the intention to serve Latino completers. These institutions showed strengths in: Offering culturally relevant institutional practices accelerating Latino post-completion success while all groups increase. Providing custom measures and metrics to track post-completion success outcomes. Demonstrating progress in closing the equity gaps of post-completion success outcomes for Latino completers. Excelencia identified three main areas of growth that institutions considered in their post-completion success efforts. These institutions seek to: Deepen their knowledge of data collection efforts and align measures to track post-completion success in both the short and long term. Forge intentional connections with employers and industries looking to diversify their employment pool. Make the case to institutional leadership for intentionally serving completers at their institution. Suggested Citation: Bermea, G.O. (July 2022). Beyond Completion: Post-Completion Efforts at Hispanic-Serving Institutions . Washington, D.C.: Excelencia In Education. Latino College Completion: 2019-2020 While Latino enrollment decreased in 2020, we continue to see an increase in Latino college completion. This brief provides an overview of Latino college completion. LEARN MORE Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Excelencia partnered with CAEL (Council for Adult and Experiential Learning) to examine Latino students' experience with prior learning assessment (PLA). < Back Random Access: The Latino Student Experience with Prior Learning Assessment Council for Adult and Experimental Learning; Excelencia in Education October 2014 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Many Latinos come to higher education as adults aged 25 or older. A degree completion strategy that is particularly suited to adult students in higher education is prior learning assessment (PLA). PLA This report presents the findings from a new study by the Council for Adult and Experiential Learning (CAEL), in partnership with Excelencia in Education, which examines the experience of Latino, and all, students with PLA at 10 postsecondary institutions in the U.S. between 2010 and 2013. To meet current and future labor market needs in the U.S., government leaders, philanthropic organizations, and higher education institutions have turned their attention to helping more people—both adults and traditional-aged college students—access education and succeed in completing college degrees. Through analysis of more than 32,000 student academic records, along with interviews with Latino students and PLA administrators, the study examines how Latino, and all, students engage with PLA in terms of methods used, number of credits earned, and areas of study for which credits are earned. It also investigates the role that institutions play in encouraging Latino, and all, students to take advantage of PLA. However, for PLA to be an effective strategy to help with Latino degree completion, Latino students must know about it and use it. The study’s findings suggest specific strategies for more effective outreach on PLA to Latino students, as well as other important target populations. This report was made possible with support from TG. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Excelencia’s institutional capacity recommendations compel policymakers to improve access to excellence by investing in institutions intentionally serving Latino, and all, students. < Back Excelencia’s Policy Agenda: Institutional Capacity Excelencia in Education September 2026 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Institutions serving a growing share of Latino students also serve students from many backgrounds and situations, and supporting the institution will increase the educational and economic success for all learners and their communities. To deliver excellent education, institutions must invest in programs and policies that enhance student access, completion, and workforce readiness. We prioritize: Sustaining and Scaling Key Investments: Continued and impactful investment in competitive federal funding programs for institutional capacity to retain critical progress in Latino student success at institutions that have historically been underfunded, and ensure long-term dedication and improvement in academic quality for all of their students. Investing in Quality Higher Education: Fair and representative investment by states and the federal government in institutions that educate a significant and growing share of Latino students and take responsibility for expanding their impact and building sustainable support systems for student success. How can policy help improve access to excellence by investing in institutions intentionally serving Latino, and all, students? Ensure federal institutional capacity funding approved by Congress continues to serve institutions with low educational and general expenditures, high concentrations of students with financial need, and a demonstrated commitment to serving Latino, and all, students. Count every student instead of using full-time equivalent (FTE) to determine eligibility for funding, and significantly increase financial support to institutions serving high numbers of students with financial need. Add criteria to the Title III and V programs of the Higher Education Act to detail institutional momentum measures of progress in key areas of the educational pathway. Refocus and limit the allowable activities for Title III and V grants to better align with Latino student success. Featured Publications Hispanic-Serving Institutions: 2026 Factbook Latino Student Success at HSIs From Capacity to Success Inventing HSIs: The Basics Supporting Latino Community Black+Brown: Institutions Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

The purpose of this issue brief is to provide a common definition and methodology for identifying HSIs that will result in more consistent and verifiable analysis. < Back Essay: Creating a List of Hispanic-Serving Institutions (HSIs) Excelencia in Education April 2026 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Excelencia in Education has been tracking the growth of Hispanic-Serving Institutions (HSIs), Emerging Hispanic-Serving Institutions (eHSIs), and Hispanic-Serving Institutions with Graduate Programs (gHSIs) for over 20 years and has released its analyses on these institutions annually. The purpose of this essay is to provide a common definition and methodology for identifying HSIs that will result in better, more accurate analysis. In the current federal landscape, where no active eligibility framework or comprehensive HSI list exists, this approach offers a consistent and transparent way to identify these institutions. Using a common definition based on an established methodology will more accurately represent this group of institutions. As the Latino population continues to grow, so will the number of Latino college-bound students. The number and size of HSIs will also continue to grow and will play a critical role in enhancing Latino students' access to higher education throughout the United States. Excelencia’s methodology excludes institutions with fewer than 100 total undergraduate students enrolled. Their enrollment fluctuates enough year to year that HSI status can change based on a difference of one or two Latino students, which would produce inconsistent identification across years. For example, an institution enrolling 100 undergraduates needs 25 Latino students to meet the 25% threshold, meaning a single student's continued enrollment determines whether that institution appears on the list. The sustainability of these smaller institutions is limited, as their small enrollment signals a lack of viability and sufficient resources for operations long-term. Further, institutions of this size are unlikely to be competitive for Title V capacity-building funds relative to larger, more established institutions. Suggested Citation Excelencia in Education. (2026). Essay: Creating a List of Hispanic-Serving Institutions (HSIs) . Washington, D.C.: Excelencia in Education. Learn more in Excelencia’s new HSI Factbook. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Adela de la Torre is President of San Diego State University and part of Excelencia in Action network. < Back to E-Action Main Page San Diego State University Adela de la Torre President Institution website: https://www.sdsu.edu/ Bio Page: https://president.sdsu.edu/about Adela de la Torre is President of San Diego State University and part of Excelencia in Action network. Seal of Excelencia Recertified Institution: 2024-2027 San Diego State University (SDSU) has continued its commitment to intentionally serve Latino students and the Latino community through focused areas of effort—a cornerstone to its 2020-2025 strategic plan. SDSU serves more than 33,000 students with 35% of the students identifying as Latino. Of these, more than 50% are eligible for the federal Pell grant. SDSU stands out as one of the nation's premier Hispanic-Serving, Hispanic-Thriving research universities.

Phillip Sisson is President of Middlesex Community College and part of Excelencia in Action network. < Back to E-Action Main Page Middlesex Community College Phillip Sisson President Institution website: https://www.middlesex.edu/index.html Bio Page: https://www.middlesex.edu/president/index.html Phillip Sisson is President of Middlesex Community College and part of Excelencia in Action network.

Excelencia's infographic shows fast facts on Hispanic-Serving Institutions (HSIs) in 2024-25, including HSI growth and HSIs that have earned the Seal of Excelencia. < Back Hispanic-Serving Institutions (HSIs) Infographic: 2023-24 Excelencia in Education April 2026 DOWNLOADS/LINKS Infographic SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview This infographic shows fast facts on HSIs in 2024-25. There are now 631 HSIs. HSIs are located in 29 states, the District of Columbia, and Puerto Rico. Over two-thirds (70%) of HSIs are public institutions, and the majority of HSIs are four-year institutions. HSIs enroll and graduate 65% of all Latino undergraduates. HSIs enroll and graduate 32% of all undergraduates in the nation. Only 7% of HSIs (43) are Seal-certified institutions, demonstrating their higher standards and commitment to intentionally serving Latino, and all, students. See additional data related to 2024-25 HSIs: Fact Sheet List Emerging HSIs (eHSIs) List with Graduate Programs (gHSIs) List Interactive Dashboard Interactive StoryMaps Suggested Citation: Excelencia in Education. (2026). Hispanic-Serving Institutions (HSIs) Infographic: 2024-25 . Washington, D.C.: Excelencia in Education. Learn more in Excelencia’s new HSI Factbook. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Excelencia provides an updated summary of how Latinos pay for college to inform financial aid policy to ensure Latino college access, retention, and success. < Back How Latinos Pay for College Fact Sheet Excelencia in Education April 2019 DOWNLOADS/LINKS Fact Sheet SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Excelencia knows college is not affordable for many Latino students. One of our first reports (2005) summarized how Latino students paid for college. Fifteen years later we see significantly more Latinos in higher education—but challenges in affordability remain. The profile of Latino students and their participation in federal financial aid are important as we consider implications for policy changes and investments that impact all students. Latino students make pragmatic choices to finance their college education. Latino students pay for college through grants more so than loans and adapt their enrollment and the types of institutions they enroll in to make college affordable. In this factsheet, Excelencia provides a summary of how Latinos pay for college to better inform financial aid policy to ensure Latino, and all, students' college access, retention, and success. This summary includes Latino students’ participation in federal student aid overall, Pell Grants, Federal Work-Study, and federal student loans with the latest available data from the 2015-16 National Postsecondary Student Aid Study (NPSAS). Suggested Citation: Excelencia in Education analysis of U.S. Department of Education, National Center for Education Statistics, 2015-16 National Postsecondary Student Aid Study. Infographics to share Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

As the Latino population grows, their college and career success is critical to U.S. economic prosperity. This brief highlights three post-completion strategies from leading HSIs to strengthen students’ pathways from college-to-career and advance economic mobility. < Back Post-Completion Success: How Leading HSIs Are Transforming Career Readiness Alexia Carrillo Villalobos, Emily Labandera, Deborah A. Santiago January 2026 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Higher education is a key determinant of upward economic and social mobility–the ability for students to access higher-paying jobs, increase lifetime earnings, and maximize the return on their educational journey. Yet significant gaps remain in ensuring access to quality education and career pathways for all. Latino students are one of the fastest-growing groups of college-goers and the future of our workforce. To support their success, we must be intentional about connecting them to the opportunities they need to reach their full potential and thrive. Given the significant role Latinos play in the workforce, addressing educational disparities requires intentional action within higher education. Hispanic-Serving Institutions (HSIs) are essential in strengthening academic quality, expanding access, and building institutional capacity to close attainment gaps. Through innovative programs, strategic partnerships, and data-driven practices, HSIs–like those highlighted in this brief are going beyond preparing their students for graduation to long-term career success. By aligning academic pathways with workforce demands and fostering an inclusive learning environment for all students, HSIs are transforming higher education’s role in driving economic mobility and workforce development. Findings Excelencia in Education’s latest brief highlights the evidence-based practices of seven HSIs that have demonstrated strong commitment to workforce preparation, career readiness, and fostering environments where Latino, and all, students can thrive. Excelencia in Education identified three key post-completion strategies informed by what we’ve learned from engaging with institutions and leaders in our network . These strategies include: Preparing Students for Workforce Success by Embedding Career Development into Academics Linking Students to Workforce Opportunities Through Partnerships and Experiential Learning Measuring and Tracking Outcomes to Drive Data-Informed Workforce Preparation Additional Documents: Fact Sheet Suggested Citation: Carrillo Villalobos, A., Labandera, E., & Santiago, D. (January 2026). Post-Completion Success: How Leading HSIs Are Transforming Career Readiness . Washington, D.C.: Excelencia in Education. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Federal financial aid is key to higher education access and success for many students, including most Latinos, but current realities challenge its effectiveness. < Back Using a Latino Lens to Reimagine Aid Design and Delivery Deborah A. Santiago March 2013 DOWNLOADS/LINKS Publication Executive Summary SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Federal financial aid is critical to student access and success in postsecondary education for many students, including most Latinos. However, current realities are challenging the effectiveness of federal financial aid policy today. This white paper uses a Latino lens to articulate challenges and opportunities for financial aid policy using both public data and input by students, institutional partners, and other stakeholders. The Latino lens is not intended to exclude consideration of other groups. Instead it offers a contemporary lens to more accurately see America’s student population and provides a fresh perspective on financial aid policy using the profile of this young and growing population as the baseline, rather than the footnote, to define the post-traditional student. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Ellen J. Neufeldt is President of California State University-San Marcos and part of Excelencia in Action network. < Back to E-Action Main Page California State University-San Marcos Ellen J. Neufeldt President Institution website: https://www.csusm.edu/ Bio Page: https://www.csusm.edu/president/about/bio.html Ellen J. Neufeldt is President of California State University-San Marcos and part of Excelencia in Action network. Seal of Excelencia Certified Institution: 2024-2027 California State University, San Marcos (CSUSM) is a regional university located in North San Diego County dedicated to serving nearly 16,000 students, of which 52% of undergraduates identify as Latino. CSUSM is committed to providing accessible, top-tier education to the Latino community and other underserved groups while addressing their unique needs. CSUSM prioritizes social mobility because it has a transformative impact on individuals, families, and communities, empowering students to unlock their full potential for lifelong success by overcoming barriers that may have hindered earlier generations.

Excelencia’s interactive dashboard provides data on Hispanic-Serving Institutions (HSIs) in 2024-25 based on sector, student body race/ethnicity, and location. < Back Explore Hispanic-Serving Institutions (HSIs) Dashboard: 2024-25 Excelencia in Education April 2026 DOWNLOADS/LINKS HSIs Dashboard SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview What is the breakdown of HSIs in 2024-25 by sector? What does the student body look like at HSIs by race/ethnicity? Where are HSIs located? Check out Excelencia’s HSI interactive dashboard to find out the answers. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce