This brief highlights the strategic practices of six Hispanic-Serving Institutions (HSIs) that have participated in federal HSI STEM and Title V grant programs. < Back Beyond an HSI Designation: Exploring Strategic Practices for HSI Grant Participation Excelencia in Education March 2023 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Since 1995, the federal government has allocated funds to Hispanic-Serving Institutions (HSIs) to help build their institutional capacity to better serve their Latino students amongst all. However, these federal grant programs have become increasingly competitive. As a result, HSIs must strategically adapt their practices to plan effectively for grant competitions and utilize funds in a sustainable manner that supplements existing institutional practices that facilitate Latino, and all, student success. Excelencia in Education engaged six HSIs that had received federal funding in the last six years (2017-2022) in a series of interviews to learn more about their strategic practices in HSI STEM and Title V grant participation: California State University-Long Beach California State University-Sacramento University of New Mexico-Taos Texas A&M University-Kingsville Dominican University Hartnell College Findings From the interviews with these institutions, Excelencia identified key strategies that demonstrate these HSIs’ adaptive practices for HSI STEM and Title V grant participation and their institutional commitment to their Latino students amongst all: Creating the capacity to apply for HSI grants. Leadership at these six institutions described their strategies for applying for federal funding despite a limited or nonexistent central office or personnel dedicated to HSI initiatives. Their efforts for preparing for grant competitions included (1) holding internal mini-grant competitions, (2) contracting with external grant writers, or (3) bringing in cross-campus support to prepare their grant applications. Implementing and sustaining grant-funded programs. HSI grants are one of many tools that can be leveraged to develop an institution’s capacity to better serve their students. HSI grants are designed to supplement rather than supplant current institutional efforts, which means that institutions must utilize this funding in combination with existing resources. To gain buy-in from the necessary programs or offices, these institutions integrated key stakeholders into the grant application and implementation process. Institutions also slowly transitioned grant funded costs into the budget of campus programs and offices to ensure that the programs and positions could be sustained at the end of the grant period. Conceptualizing and advancing an organizational commitment to serving Latino students. Leadership across all six HSIs described how their institution is conceptualizing what it means to be an HSI, where they currently are with their work, and what they need to do to better serve their Latino students amongst all. These HSIs are: (1) utilizing evidence-based practices from external HSI organizations to identify their next steps to advance their institutional capacity to serve, (2) leveraging HSI funding to improve their capacity to implement and sustain student-centered efforts and outcomes, and (3) creating a cross-campus network of offices and departments committed to developing practices that intentionally serve Latino, and all, students. Suggested Citation: Arroyo, C. & Santiago, D. (March 2023). Beyond an HSI Designation: Exploring Strategic Practices for HSI Grant Participation . Washington, D.C.: Excelencia in Education. Read our report on the impact of 20 years of federal funding on student success and the development of HSIs in From Capacity to Success: HSIs, Title V, and Latino Students. Read our Medium posts on the potential of a guaranteed federal grant programs for HSIs to build their capacity for applying to competitive federal grant programs. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

As Latinos drive economic growth, higher education plays a key role in post-completion success. Explore strategies from leading HSIs that ensure workforce success beyond graduation. < Back Informing and Compelling Action: Advancing Post-Completion Success for Latino Students Fact Sheet Excelencia in Education January 2026 DOWNLOADS/LINKS Fact Sheet SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Why Post-Completion Success Matter s As the Latino population grows, their educational and career success is tied to the nation’s economic prosperity. Despite current discourse that calls to question the value of higher education, research continues to show that a college degree increases lifetime earnings, job stability, and long-term well-being. For Latino students, degrees can transform life trajectories—not only for individuals but for entire families. Strengthening pathways from college to career for Latino, and all, students is key to our country, future workforce, and advancing economic mobility. In this fact sheet, we provide a summary of key trends on Latinos in the workforce and three post-completion success strategies. Key Trends Latino College Enrollment & Completion: Enrollment grew from 49% to 58% and completion grew from 23% to 41% (2000–2022) Projected Growth: Latino college enrollment projected to rise 21% by 2030, reaching 4.5 million students Latinos’ Labor Force Participation: Highest among racial/ethnic groups (66%) and projected to account for 91% of new workers by 2031 Opportunity Gaps: Latinos are overrepresented in low-wage jobs and underrepresented in management and professional occupations. In 2023, only 26% of Latinos held management or professional jobs, compared to 59% of Asians, 44% of Whites, and 36% of African Americans. Strategies for Post-Completion Success Latinos are driving the nation’s economic growth, and higher education has the responsibility to ensure that all students thrive and succeed beyond degree completion. Excelencia’s fact sheet highlights three key post-completion strategies that institutions can implement to advance Latino, and all, students’ success beyond graduation: 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 Suggested Citation: Excelencia in Education. (2026). Informing and Compelling Action: Advancing Post-Completion Success for Latino Students Fact Sheet. Washington, D.C.: Excelencia in Education 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

Richard Carvajal is President of California State Polytechnic University, Humboldt and part of Excelencia in Action network. < Back to E-Action Main Page California State Polytechnic University, Humboldt Richard Carvajal President Institution website: https://www.humboldt.edu/ Bio Page: https://www.humboldt.edu/president Richard Carvajal is President of California State Polytechnic University, Humboldt and part of Excelencia in Action network. Seal of Excelencia Certified Institution: 2025-2028 California State Polytechnic University, Humboldt is the northernmost California State University institution. Humboldt fosters an inclusive, equitable community and intentionally serving the 28% of students that identify as Latino students, creating conditions of success for the more than 6,000 students enrolled.

S. Jack Hu is Chancellor of the University of California-Riverside and part of Excelencia in Action network. < Back to E-Action Main Page University of California-Riverside S. Jack Hu Chancellor Institution website: https://www.ucr.edu/ Bio Page: https://safety.ucr.edu/about-the-chancellor S. Jack Hu is Chancellor of the University of California-Riverside and part of Excelencia in Action network. Seal of Excelencia Recertified Institution: 2024-2027 University of California, Riverside (UCR or UC Riverside) serves the Inland Empire, a region characterized by its significant Chicano/Latino population comprising more than 51% of its residents. UC Riverside focuses on enhancing graduation rates, narrowing equity disparities, and broadening the scope of high-impact practices and career and leadership development opportunities for more than 22,000 undergraduates, including more than 9,000 Latino students.

Excelencia's brief examines characteristics of institutions that serve Latinos as well as ways to measure Latino student success and institutional effectiveness. < Back Latino Student Success at Hispanic Serving Institutions: Findings from a Demonstration Project Deborah A. Santiago; Sarita E. Brown; Sally J. Andrade January 2024 DOWNLOADS/LINKS SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview This seminal brief, originally released in 2004, started shaping Excelencia in Education’s national agenda to accelerate Latino student success while increasing all student success in higher education. It examined the institutional leadership and practices that promote Latino student success at six HSIs in California, Texas, and New York. As you read this brief, consider these three original framing components to today’s evolving college and university efforts to intentionally serve our students: Hispanic “serving” institutions must actively promote Latino students’ success amongst all served , not just enroll Hispanic students. Latino student success includes more than degree completion . Student engagement in campus activities, continuous enrollment, employment beyond graduation, and enrollment in graduate education are also part of student success. Multiple measures of institutional effectiveness and incentives for educating Latino students are critical as HSIs lead and develop innovative practices that promote student success. Building on the insights from this project — followed by years of working with colleges and universities active in our Excelencia in Action (E-Action) national network and continually identifying evidence-based practices that advance Latino, and all, students — led us to design the Seal of Excelencia . Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

This brief serves as a primer on conditions and history of the invention of Hispanic-Serving Institutions (HSIs) and how they contribute to Latino student success. < Back Inventing Hispanic-Serving Institutions: The Basics Deborah A. Santiago February 2006 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Hispanic-Serving Institutions (HSIs) are important institutions for Latinos, yet little research exists on them. This brief serves as a primer on the conditions and history behind their invention, the processes for identification, and the general institutional characteristics of HSIs. It also offers an overview of how these institutions are contributing to Latino student success. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

James W. Crawford is President of Texas Southern University and part of Excelencia in Action network. < Back to E-Action Main Page Texas Southern University James W. Crawford President Institution website: https://www.tsu.edu/ Bio Page: https://www.tsu.edu/about/office-of-the-president/ James W. Crawford is President of Texas Southern University and part of Excelencia in Action network.

Summary and list of the 276 institutions identified as HSIs with Graduate Programs (gHSIs) in 2024-25. < Back Hispanic-Serving Institutions with Graduate Programs (gHSIs): 2024-25 Excelencia in Education April 2026 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Of the 631 Hispanic-Serving Institutions in 2024-25, 276 offer graduate degrees (184 offer doctoral degrees as the highest degree, 70 offer master’s degrees, and 22 offer a post-master’s certificate). Excelencia in Education has been tracking HSIs that offer graduate degrees since the organization’s founding in 2004 to identify institutions potentially eligible for federal funding through the Promoting Postbaccalaureate Opportunities for Hispanic Americans (PPOHA) grant program. The list of institutions identified as HSIs with graduate programs in this analysis is not intended to designate eligibility for any specific program; rather, the list is meant to assist in considering and analyzing the institutions that meet the legislative definition of an HSI and offer graduate programs. See additional data related to 2024-25 HSIs: Fact Sheet List Emerging HSIs (eHSIs) List Infographic Interactive Dashboard Interactive StoryMaps Suggested Citation: Excelencia in Education. (2026). Hispanic-Serving Institutions with Graduate Programs (gHSIs): 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

Analysis highlights policy efforts that may help, hinder, or need reexamining to close college completion equity gaps for Latinos in California, Colorado, and Texas. < Back Helping or Hindering? State Policies & Latino College Completion Deborah A. Santiago ; Emily Calderón Galdeano March 2015 DOWNLOADS/LINKS Summary for Discussion SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview With support from the Ford Foundation , Excelencia in Education conducted data analysis and preliminary policy audits in 3 key states — California, Colorado, and Texas — to consider existing state policies most obviously connected to equity and college completion. The result is a high level review of state policies that may be helping, hindering, or warrant reconsideration to improve Latino, and all, student success in higher education. DOWNLOAD REPORT BELOW The brief profiles Latino and other post-traditional students in the three states, expands the consideration of public policy from national to state governance levels and links to Excelencia in Education’s national initiative, Ensuring America's Future by Increasing Latino College Completion . Partners in the selected states include The Campaign for College Opportunity (CA), Metropolitan State University of Denver and the Colorado Coalition for the Educational Advancement of Latinos (CoCEAL) (CO), and Educate Texas (TX).ana CONGRESSIONAL LEADERSHIP WEIGHS IN “The future of our country hinges on the success of the Latino community. Latino students deserve a quality education – from the early learning stages all the way to the higher education years. In order to close the equity gap, it is critically important that policies address the needs of Latino youth.” - Congressional Hispanic Caucus Chairwoman Linda Sánchez (CA 38th District) "It is vital that we continue to focus on bridging the achievement gap for Latinos in higher education. As policymakers, we have the ability and responsibility to help more students succeed and we must take seriously the recommendations made in this report." - Representative Loretta Sanchez (CA 46th District) "Excelencia in Education’s findings underscore the importance of closing the achievement gap. For far too long, minority students have gotten the short end of the stick. If we are to truly give minority students the opportunity of a quality education, we must advocate for and implement some of the policy recommendations laid out in this audit. Only then, will we begin to fix our education system." - Representative Mark Takano (CA 41st District) "Colorado knows all too well the persistent achievement gap that exists between white students and their Latino peers. We must narrow this gap by examining our education policies and identifying which ones are actually improving Latino student success rates, and which ones aren’t. Excelencia in Education’s state audit is an important step in achieving these goals." - Representative Jared Polis (CO 2nd District) "For the sake of our nation’s future, policies at every level of government should aim to close the equity gap and support, not impede, all young people’s access to a higher education. Young Latinos like all students in America, should have the opportunity to attend and graduate college. Earning a higher education makes it possible for folks to find a good job and achieve their dreams." - Representative Joaquin Castro (TX 20th District) Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Susana Rivera-Mills is President of Aurora University and part of Excelencia in Action network. < Back to E-Action Main Page Aurora University Susana Rivera-Mills President Institution website: https://aurora.edu/index.html Bio Page: https://aurora.edu/president/leadership/susana-rivera-mills.html S usana Rivera-Mills is President of Aurora University and part of Excelencia in Action network.

In this fact sheet, we provide a summary of fast facts on HSIs, Emerging HSIs (eHSIs), and HSIs with Graduate Programs (gHSIs) in 2024-25. < Back Hispanic-Serving Institutions (HSIs) Fact Sheet: 2024-25 Excelencia in Education April 2026 DOWNLOADS/LINKS Fact Sheet SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview There are now 631 HSIs located in 29 states, the District of Columbia, and Puerto Rico. These institutions represent 21% of all colleges and universities but enroll 65% of Latino, and 32% of all undergraduates, and graduate 67% of Latino, and 32% of all undergraduates earning a degree in the U.S. As the number of HSIs is increasing, the number of eHSIs and gHSIs also continues to increase. In this fact sheet, we provide a summary of fast facts HSIs, Emerging HSIs (eHSIs), and HSIs with Graduate Programs (gHSIs). See additional data related to 2024-25 HSIs: List Emerging HSIs (eHSIs) List Infographic with Graduate Programs (gHSIs) List Interactive Dashboard Interactive StoryMaps Suggested Citation: Excelencia in Education. (2026). Hispanic-Serving Institutions (HSIs) Factsheet: 2024-25 . Washington, D.C.: Excelencia in Education. Learn more about how Excelencia creates the list of HSIs. 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