This infographic shows 5 trends in higher education in Puerto Rico influencing institutional resilience, including enrollment, retention, and graduation rates. < Back Higher Education in Puerto Rico: Conditions and Context Influencing Institutional Resilience Infographic Excelencia in Education June 2021 DOWNLOADS/LINKS Infographic SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview This infographic shows 5 trends in the conditions and context of higher education in Puerto Rico influencing institutional resilience. The total population and K-12 educational pipeline has declined, potentially affecting the future college-going pool of applicants. Full-time retention rates have increased in the last 15 years, despite drops in enrollment, and are higher than the national retention rate. The cost of attendance across all sectors has been increasing over the last 20 years and there is a significant gap between students’ cost of attendance and the grant aid they receive. Graduation rates have been on the rise at private 4-year institutions but have remained relatively stagnant at public 4-year institutions. Despite an increasing share of the population attaining a postsecondary degree, Puerto Rico’s unemployment rate is high. Suggested Citation: Labandera, E., Santiago, D., and Laurel, J. (May 2021). Washington, D.C.: Excelencia in Education. Learn more in Higher Education in Puerto Rico: Conditions and Context Influencing Institutional Resilience . Webinar - Higher Education in Puerto Rico: Conditions and Context Influencing Institutional Resilience - A Conversation with Puerto Rican Leaders Click here to view Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

While Latino enrollment decreased in 2020, we continue to see an increase in Latino college completion (LCC). This brief provides the most up-to-date overview of LCC. < Back Latino College Completion: 2019-2020 Excelencia in Education July 2022 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview While Latino enrollment decreased in 2020, we continue to see an increase in Latino college completion. This brief provides the most up-to-date overview of Latino college completion, including the top institutions where Latinos earn degrees, and progress towards the goal of Ensuring America’s Future through 6.2 million more Latino undergraduate degrees by 2030. Suggested Citation: Excelencia in Education. (2022). Latino College Completion: 2019-2020 . Washington, D.C.: Excelencia in Education. Latino College Enrollment: Past, Current, and Projections Latino student college enrollment had been growing at an accelerated pace for more than 20 years, but in 2020 dropped significantly despite previous projections of continued growth. In this fact sheet, we provide a summary of past, current, and projected Latino student enrollment. LEARN MORE Infographics to share Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Excelencia's infographic shows fast facts on Hispanic-Serving Institutions (HSIs) in 2023-24, including HSI growth and HSIs that have earned the Seal of Excelencia. < Back Hispanic-Serving Institutions (HSIs) Infographic: 2023-24 Excelencia in Education April 2025 DOWNLOADS/LINKS Infographic SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview This infographic shows fast facts on HSIs in 2023-24. There are now 602 HSIs. HSIs are located in 29 states, the District of Columbia, and Puerto Rico. Over two-thirds of HSIs are public institutions, and the majority of HSIs are 4-year institutions. HSIs enroll and graduate two-thirds of all Latino undergraduates. HSIs enroll and graduate over a third of all undergraduates in the nation. Only 7% of HSIs (43) are Seal-certified institutions, demonstrating their commitment to intentionally serving Latino, and all, students. See additional data related to 2023-24 HSIs: Fact Sheet List Emerging HSIs (eHSIs) List with Graduate Programs (gHSIs) List Interactive Dashboard Interactive StoryMaps Suggested Citation: Excelencia in Education. (2025). Hispanic-Serving Institutions (HSIs) Infographic: 2023-24 . 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

This brief offers policy recommendations based on recent research and discussions to improve educational attainment of California's workforce, especially Latinos. < Back California Policy Options to Accelerate Latino Success in Higher Education Deborah A. Santiago October 2016 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview To be competitive, California's economy, like the rest of the U.S., requires a greater number of well-educated workers than currently exists. Many activities are underway to improve educational preparation and opportunity for Californians. However, without concerted statewide focus to leverage existing efforts and introduce new strategic initiatives, accelerating California's higher educational attainment and workforce preparation will remain difficult. This brief offers policy recommendations, based on recent research and discussions, to improve the educational attainment of California's workforce, especially Latinos. Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

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. 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 the most up-to-date 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

This brief expands knowledge on Texas Latino students while providing higher education institutions and policymakers with information to help more Latinos graduate. < Back Framing, Not Blaming: Improving Latino College Transfer in Texas Deborah A. Santiago ; Eyra A. Pérez ; Noé C. Ortiz November 2017 DOWNLOADS/LINKS Publication Executive Summary SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Framing, Not Blaming: Improving Latino College Transfer in Texas expands knowledge about Texas Latino students while providing higher education institutions and policymakers across the country with actionable information to help more Latino students graduate. Stakeholders in Texas have diverse strategies to improve the pathways to college completion. However, too often discussion on transfer pathways focus on segments and stakeholders to blame for breaks in the pathway. The purpose of this brief is twofold: 1) to reframe the options to improve college pathways from blame to shared ownership and action, and, 2) to support discussions translating effective institutional practices into policy strategies that can improve the transfer pathway for Latino and other post-traditional students in Texas. Core to this project and brief is new analysis of current transfer processes, practices and policies in the state and at the following Texas institutional pairs: Alamo Colleges and The University of Texas at San Antonio Austin Community College and Texas State University El Paso Community College and The University of Texas at El Paso Houston Community College and the University of Houston The following areas between and within institutions are where state policy may improve Latino student transfer and success: transferability of credits , data sharing , access to financial aid , and, faculty involvement . The project and brief were supported by the Greater Texas Foundation to apply the findings from an earlier national project to the development of policy approaches to improve Latino student transfer and success. Hear directly from stakeholders including: Jacob Fraire , President & CEO, Texas Association of Community Colleges Donna Ekal , Associate Provost, University of Texas at El Paso Francisco Solis , Dean of Performance Excellence, San Antonio College Virginia Fraire , Vice President of Student Services, Austin Community College Garrett Groves , Economic Opportunity Program Director, Center for Public Policy Priorities Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Excelencia’s retention and transfer recommendations compel policymakers to strengthen policies that support access to excellence through a variety of educational pathways. < Back Excelencia’s Policy Agenda: Retention and Transfer Excelencia in Education June 2025 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Latino students fit a post-traditional learner profile and are more likely to take multiple paths through higher education, often balancing work, family, and financial responsibilities. Students’ decisions to pause or change institutions are typically driven by life circumstances, not academic ability. Policy must support seamless transitions and degree completion. Excelencia in Education prioritizes: Strengthening Transfer Pathways: Expanding credit transfer agreements and articulation policies that ensure students don’t lose time or credits when transitioning between institutions. Supporting Proactive Student Support Systems: Encouraging institutions to adopt advising, coaching, and financial aid structures that recognize the realities of Latino students and provide tailored support to keep them on track. How can policymakers support access to excellence through a variety of education pathways? Make transfer efforts an allowable activity for Higher Education Act Title V, Part A, (Developing Hispanic-Serving Institutions Program) grants. Update federal data to more accurately capture Latino students’ pathways and how federal funding impacts Latino student success. Strengthen partnerships between higher education institutions and high school districts for high-quality dual enrollment programs. Provide financial incentives to institutions to retain Latino students on their path to graduation. Featured Publications Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

Excelencia’s affordability recommendations compel policymakers to expand access to excellence by reducing financial barriers to ensure students can earn a degree without unmanageable debt. < Back Excelencia’s Policy Agenda: College Affordability Excelencia in Education June 2025 DOWNLOADS/LINKS Publication SHARE RESEARCH LinkedIn Facebook X (Twitter) Copy link Overview Latino students leverage cost-saving measures to make college more affordable (e.g., working while enrolled, enrolling part-time, mixing their enrollment, etc.), and they balance many financial decisions when pursuing a college education–supporting their families, covering transportation costs, and weighing the opportunity cost of lost wages. Policy solutions and institutional practices must reduce prices and other financial barriers to ensure students can earn a degree without incurring unmanageable debt. Excelencia in Education prioritizes: Increasing Transparent Financial Literacy: Expanding efforts by states, institutions, and other key actors to provide resources and tools so that students and families fully understand the real costs of college and the financial resources available to them. Fostering Low-Debt Education: Advocating for policies that prioritize need-based grants over loans and include basic needs—such as childcare, food, transportation and housing—within the true cost of attendance. Lowering the Price of Education: Supporting and incentivizing institutions to lower prices and contain costs to students while investing in academic excellence. How can policy help Latinos, and all, students afford a degree? Incentivize FAFSA completion to increase access to financial aid. Reduce unmet financial need to pay for college by including basic needs in financial aid calculations. Strengthen the Pell Grant and make it a fully mandatory program . Revise the Federal Work-Study distribution formula to more strategically support students with high financial need, reduce administrative burdens to program participation, and increase funding for the program. Featured Publications Return to Research Library Related Research by Issue Area - Education Pathways Financial Aid Institutional Practices Student Success Workforce

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. 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 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: Creating the capacity to apply for HSI grants. Leadership at these six institutions described their strategies for applying for federally 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. 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 their Latino 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

Latinos will need to earn 6.2 million degrees by 2030 to reach the U.S. degree attainment goal. Learn about Latino College Completion in New Jersey. Latino College Completion - New Jersey Nationally, the gap in degree completion between Latinos and their White peers continues. However, different patterns emerge within each state or location. To reach the Latino degree attainment goal by 2030, states can close the degree completion gap by accelerating Latino completion while increasing for all students and scale up programs and initiatives that work for Latino, and all, students. To find out more, scroll below. DOWNLOAD FACT SHEET Degree Attainment for Latino Students (2021) 30% Of Latino adults (25 and over) had earned an associate degree or higher VS 55% Of White adults Fast Facts New Jersey had the 7th largest Latino population in the U.S. Latino Population 28% K-12 Population 21% Total Population 2-Year Graduation Rate 23% Latino Students 35% White Students Median Age 33 Latinos 46 White 4-Year Graduation Rate 61% Latino Students 75% White Students Degree Outcomes At two-year institutions , Hispanics' graduation rate was 12%-points lower than that of their White non-Hispanic peers in New Jersey. At four-year institutions , Hispanics' graduation rate was 14%-points lower than that of their White non-Hispanic peers in New Jersey. BACK TO MAIN LCC PAGE Top Institutions To find out more about the top institutions enrolling, and awarding associate and bachelor degrees to Hispanics by using the tabs below to navigate the information. Click on the tabs below to explore. ENROLLING ASSOCIATES DEGREES BACHELORS DEGREE Top Institutions Enrolling (Hispanic Undergraduates) in New Jersey, 2021-2022 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 Montclair State University Public, 4-year or above 15,993 5,113 32% 2 Rutgers University-New Brunswick Public, 4-year or above 35,827 4,884 14% 3 Bergen Community College Public, 2-year 9,587 3,691 39% 4 Kean University Public, 4-year or above 10,291 3,585 35% 5 Hudson County Community College Public, 2-year 6,286 3,512 56% Top Institutions Awarding Associate Degrees to Hispanics in New Jersey, 2020-2021 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 Union County College Public, 2-year 1,652 636 38% 2 Bergen Community College Public, 2-year 2,271 622 27% 3 Hudson County Community College Public, 2-year 1,066 578 54% 4 Middlesex College Public, 2-year 1,802 567 31% 5 Essex County College Public, 2-year 1,052 293 28% Top Institutions Awarding Bachelor Degrees to Hispanics in New Jersey, 2020-2021 Rank Institutions Sector Grand Total Hispanic Total % Hispanic 1 Rutgers University-New Brunswick Public, 4-year or above 8,799 1,181 13% 2 Montclair State University Public, 4-year or above 3,753 1,090 29% 3 Kean University Public, 4-year or above 2,562 660 26% 4 Rutgers University-Newark Public, 4-year or above 2,346 641 27% 5 William Paterson University of New Jersey Public, 4-year or above 1,755 555 32% Examples of What Works for Latino, And All, Students Looking to know what works or connect with evidence-based programs recognized by Excelencia ? Our team can work with you to identify and connect with relevant programs making an impact on student success that can help you in your efforts to intentionally serve your Latino, and all, students. Click here to contact us . Sources Excelencia in Education. (2020). Ensuring America’s Future: Benchmarking Latino College Completion to 2030. Excelencia in Education. Washington, D.C. U.S. Census Bureau, 2021 American Community Survey 1-Year Estimates. Excelencia in Education Analysis using the U.S. Department of Education, National Center for Education Statistics (NCES), Integrated Postsecondary Education Data System (IPEDS), 2021 Fall Enrollment, Graduation Rates Survey and Institutional Characteristics Survey.

Tiffany Hernandez is President of Glendale Community College, Arizona, and part of Excelencia in Action network. < Back to E-Action Main Page Glendale Community College, Arizona Tiffany Hernandez President Institution website: https://www.gccaz.edu/ Bio Page: https://www.gccaz.edu/about/college-president#:~:text=Welcome%20from%20Dr.,Tiffany%20Hernandez&text=As%20a%20native%20Arizonan%20and,for%20themselves%20and%20their%20families Tiffany Hernandez is President of Glendale Community College, Arizona, and part of Excelencia in Action network.

Excelencia’s institutes, workshops, and convenings provide forums for sharing knowledge on effective strategies for Latino student success. These opportunities engage leadership from multiple sectors to focus on Latino students as essential to America’s human capital growth. Programs + Initiatives We Promote What Works for Student Success Excelencia in Education believes the nation can make a measurable difference in increasing Latino, and all, student success in higher education by coming together and taking action. Participate in the following programs and initiatives: have your institution enroll in the Excelencia in Action network nominate programs for the annual Examples of Excelencia learn about evidence-based programs attend the Celebración de Excelencia invest in Excelencia’s programs and initiatives Looking to know what works or connect with evidence-based programs recognized by Excelencia ? Let’s talk. Our team can work with you to identify and connect with relevant programs making an impact on student success that can help you in your efforts to intentionally serve your Latino, and all, students. Click here to contact us . A Community of Action Excelencia’s institutes, workshops and convenings provide forums for sharing knowledge on effective strategies for Latino, and all, student success. These opportunities engage leadership from multiple sectors to focus on Latino students as essential to America’s human capital growth. Our partnership model and asset-based focus on Latino students leads to public recognition of students, institutions, communities and leaders making significant progress in improving Latino, and all, student attainment. Excelencia in Action LEARN MORE Examples of Excelencia LEARN MORE