Meeting President's Advisory Commission on Educational … · 2016. 11. 28. · Meeting President's Advisory Commission on Educational Excellence for Hispanics Hoffman Reporting &

Meeting President's Advisory Commission on Educational Excellence for Hispanics

Hoffman Reporting & Video Service Page: 1

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4 PRESIDENT'S ADVISORY COMMISSION ON EDUCATIONAL

5 EXCELLENCE FOR HISPANICS

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9 Fall 2014 Public Meeting

10 Wednesday, September 3, 2014

11 9:00 a.m.

12 The University of Texas at San Antonio

13 Downtown Campus

14 501 W. Cesar Chavez Boulevard

15 San Antonio, Texas 78207

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19 Reported by: Terry L. Lochte, CSR

20 Hoffman Reporting & Video Service

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1 A-P-P-E-A-R-A-N-C-E-S

2 Alicia Abella

3 Modesto Abety-Gutierrez

4 Sylvia Acevedo

5 Alfredo Artiles

6 Alejandra Ceja

7 Luis Fraga

8 JoAnn Gama

9 Patricia Gandara

10 Lily Eskelsen Garcia

11 Mildred Garcia

12 Maria Mercedes Lievano

13 Monica Martinez

14 Veronica Melvin

15 Nancy Navarro

16 Maria Neira

17 Lisette Nieves

18 Mario Ortiz

19 Eduardo Padron

20 Adrian Pedroza

21 Darlene Robles

22 Ricardo Romo

23 Manuel Sanchez

24 Kent Scribner

25 Marta Tienda



1 FEDERAL STAFF PRESENT:

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3 Alejandra Ceja, Executive Director, White House

4 Initiative on Educational Excellence for Hispanics;

5 Marco A. Davis, Deputy Director, White House


7 Emmanuel Caudillo, Special Adviser, White House


9 Maribel Duran, Chief of Staff of White House

10 Initiative.

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1 T-A-B-L-E O-F C-O-N-T-E-N-T-S

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3 Greetings 6 Dr. Eduardo Padron, Chair, President's Advisory

4 Commission on Educational Excellence for Hispanics

5 Welcome Remarks 7 Dr. Ricardo Romo, President, The University of

6 Texas at San Antonio

7 White House Initiative on Educational Excellence for Hispanics Updates & Q&A

8 2013 Accomplishments, 25th Anniversary Year 21

9 of Action, Alejandra Ceja, Executive Director

10 Federal Interagency Working Group on 37 Educational Excellence for Hispanics, Maribel

11 Duran, Chief of Staff

12 Hispanic Teacher Recruitment and My 66 Brother's Keeper, Marco Davis, Deputy Director

13 White House Updates and Q&A

14 College Opportunity Summits, Ajita 176

15 Talwalker, Senior Policy Advisor, Domestic Policy Council

16 Deferred Action Childhood Arrivals, 89

17 Mario Ortiz, San Antonio District Director, U.S. Citizenship and Immigration Services,

18 Department of Homeland Security

19 Affordable Care Act, Gina Rodriguez, 103 Director of Latino Affairs, U.S. Department

20 of Health and Human Services

21 Subcommittee Leadership Presentations

22 Early Learning Subcommittee 116 K-12 Subcommittee 125

23 Postsecondary Subcommittee 132

24 Remarks, Congressman Joaquin Castro 146

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1 T-A-B-L-E O-F C-O-N-T-E-N-T-S C-O-N-T-I-N-U-E-D

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3 Subcommittee Breakout Discussions 189

4 Report Out and Next Steps 189 Subcommittee Chairs

5 Public Comments 199

6 Closing Remarks and Adjournment, 207

7 Dr. Eduardo Padron, Chair, President's Advisory Commission on Educational Excellence for

8 Hispanics

9 Court Reporter's Certification 209

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1 CHAIRMAN PADRON: Let me start. By

2 the way, I'd like to say to you, we have great

3 attendance today. But as I look around, there's no

4 question y'all look very prosperous, and that's a

5 good sign. Looking forward to a great discussion

6 today. I want to thank also the members of the

7 public and the university by joining us this

8 morning. We have a compacted agenda, but I promise

9 to finish on time. So with your help, we're going

10 to do that.

11 For -- You know, because this is a

12 very long table, it's very difficult to identify

13 some of the members. So as you speak, I would

14 suggest that you start by saying your name for the

15 benefit of our court reporter, who needs to identify

16 the comments. So every time you wish to make a

17 comment, have a question, whatever, if you would

18 state your name, it would really facilitate her

19 work.

20 So with that, let me also start by

21 expressing our gratitude on behalf of the members to

22 the great host of this meeting, el magnifico victor

23 of the University of Texas San Antonio, who, last

24 night, raised the bar. I know some of you are now

25 very nervous, because after this, I don't know how



1 we can do any better. But it was a great welcoming

2 dinner, with mariachi and everything, a real treat.

3 You outdid yourself. And also the

4 wonderful present, unexpected, that you gave to us

5 with which I'm sure will be a special addition to

6 our libraries. Very beautiful.

7 So with no further adieu, I'd like to

8 ask Dr. Romo to welcome you to San Antonio and to

9 the university.

10 (Applause.)

11 DR. ROMO: Thank you all for being

12 here in our beautiful city. We've been looking

13 forward to this visit for some time. Thank you for

14 your kind introductions in mentioning about the

15 events last night. We did, in fact, launch this

16 thing pretty well last night. We ate well.

17 This is the downtown campus. So I'll

18 say a little bit about it, because you're not going

19 to get a chance to see all of -- all of UTSA. And

20 so this is the downtown campus. This is the newest

21 part of the campus. It was built in '98. The

22 campus -- The main campus that sits on 600 acres of

23 land is on the other side of town. That's where I

24 reside, and most of our students are over there.

25 That campus was started in '72. So it's a



1 relatively new campus, less than 45 years old.

2 This campus, I have a partial liking

3 to it. I grew up about ten blocks from here, the

4 other side of the tracks. If you go that way, down

5 Guadalupe Street, right past the housing projects,

6 that's where I was growing up. And I had never

7 thought that as an adult I'd end up being the

8 president of a university down this side of the

9 street.

10 And I will say, it was kind of an

11 interesting neighborhood. There were at least four

12 bars within a hundred yards of my house. And I used

13 to walk by, and there'd be singing in the bars, and

14 I'd wonder, what are those guys doing? But they

15 were having a good time. And I think a little of

16 that came off of me too, so that's...

17 (Laughter.)

18 DR. ROMO: Let me say that because we

19 have a new campus, there's a lot of new traditions,

20 a lot of things that we -- We just got -- recently

21 just got a football team as an example. We just

22 got -- We celebrated the other day, just two weeks

23 ago, the new entrance to the main campus. So we put

24 lights on, and we had -- The students wanted to do

25 it at midnight. So we had 1500 students at midnight



1 to celebrate the opening of the new gated entrance

2 to the campus. So we talk about all our new

3 traditions, and this is that kind of campus, where

4 everything -- we often say, today we -- we did this,

5 and this is the first time in history.

6 Well, in terms of our campus -- By

7 the way, if you have a chance and you -- there's a

8 lot of nice museums here in town. And one of them

9 belongs to us, the Institute of Texan Cultures. And

10 this is Cesar Chavez. And you go down Cesar Chavez

11 to the end, which is about ten blocks towards town.

12 And the Institute of Texan Cultures is very -- It's

13 basically a museum of Texan activities. It's really

14 interesting. And if you have a chance, go by there.

15 Our campus is now 29,000 students.

16 We reached 31, but we levelled off at 29. Of that,

17 25,000 are undergraduates, and 4000 are graduate

18 students. We have quite a bit of exciting things

19 going on in terms of the development of our

20 programs. So less than ten years ago, we had three

21 doctorate programs. So we've added 21 doctorate

22 programs in a decade. So we're moving fast, and we

23 want to add some more. We have 61 bachelor's

24 degrees and 50 master's degrees and, as I said, 24

25 doctorate programs.



1 The exciting thing about this place

2 is, you know, you get a chance to just see history

3 in the making. So when I got here, we graduated

4 2500 students. I was really happy. Shook every

5 hand. This past year, we graduated 5800, and I did

6 not shake every hand. So 5800 is folks walking out

7 the door with degrees and happy, happy individuals.

8 We have moved fast. We now have

9 100,000 -- 100,000 graduates, which is exciting. I

10 was visiting, this past weekend, North Carolina

11 State and Duke. And Duke was founded in something

12 like 1830s, and it had 140,000 graduates alone. So

13 we have 100,000 alone in less than 45 years. So

14 it's moving fast. There's a lot of interest in

15 education in our community, as well there should be.

16 The other change for us -- and this

17 is the themes under which we sort of talked about --

18 accessibility and affordability. On affordability,

19 we're off the scales. We only charge 8000 tuition.

20 And we have about 220,000 -- million dollars of

21 grants and scholarships and loans. This year, for

22 the first time -- We always -- There's always some

23 occasion to say "for the first time." We've never

24 had any scholarships on merit, ever, in our history.

25 This year, for the first time, 500 students will



1 arrive with scholarships on merit because they were

2 good students, but mom and dad both worked at

3 Walmart and they made too much money to qualify for

4 assistance, so they didn't get assistance. So now

5 we have some assistance for the really top students.

6 The consequence of a change for us is

7 that accessibility. We're very affordable, we're

8 very accessible. As I noted, we have 31,000

9 students. Long ago, we were an open university.

10 And open works to some extent, but it really does

11 mean that you take students who are really not ready

12 for college. So this time, we qualify them a little

13 bit more. And 75 percent of our new class, which

14 is, by the way, 5000 brand new freshman, 5000

15 freshman -- 75 percent are the top quarter. So

16 we're moving up -- 20 percent of the top 10 percent

17 of their class. And that's really exciting, because

18 if you're in the top 10 percent, you can attend any

19 university in the state of Texas. And most will

20 attend UT Austin and A&M. But now we're capturing a

21 sizeable number of students who now see that this is

22 a quality school.

23 And I think now I see UTSA as

24 competitive. We -- We actually will compete with

25 very good schools now. And the reason we compete



1 with very good schools is because we have built up

2 our research activities on the campus. We do about

3 75 million in research sponsorship. And it's not

4 bad for a growing campus.

5 So our strengths our many, but I'm

6 going to mention several that just have won us some

7 awards. We just got a big -- We just got a big

8 award as an example, like in the 10-million-dollar

9 range, for doing food security in Africa. And with

10 computer (inaudible). We just got another

11 ten-million-dollar award for infectious diseases.

12 We have the only place in America that has the top

13 area of research being done on biological weapons in

14 terms of one particular weapon into an area, which

15 is rabid fever, and it kills you. Just drop dust,

16 and it can kill you. Well, the Russians have all

17 the holdings of that. So we're very involved in

18 stuff.

19 Now, one of the reasons -- We don't

20 want to just be accessible. We want to be quality.

21 We want the schools to -- the students to come to a

22 good school and feel like they got a good education.

23 So I've included a few things on the bragging

24 rights. So this year, for the third year in a row,

25 The Times in London ranks the top young universities



1 in the world. Now, there's 17,000 universities, and

2 they take the top 100. Of the top 100, eight

3 American universities made it as the top young

4 universities 50 years and younger. We were again in

5 that category. So we are among the top young --

6 young guns in America -- in the world with this

7 ranking. And it includes UC, UC Irvine, and us and

8 Dallas and University of Chicago, Illinois campus.

9 Well, the other rankings that we just

10 got about three weeks ago, this is the world

11 rankings for all the universities, and in that

12 particular one is called The Center for World

13 University Rankings. We were ranked -- And they

14 ranked only the best 1000 universities. And in that

15 1000 best universities in the whole world, we got --

16 we got ranked 256 in the world, but 103 in America.

17 And seven medical schools are in there. So really,

18 we're in the about 96 best universities in America.

19 Now, if you look at the peer group

20 that's right above us and right below us, it's quite

21 an impressive group of universities, including we're

22 ahead of the University of Alabama, as an example.

23 And we're ahead of the University of Arkansas, as an

24 example. So there's really good schools in that

25 category. So to be in the top 100 best universities



1 in the America is a plus for us.

2 So how do we get there? We get there

3 by building up centers of excellence. So one center

4 of excellence is just an example. Ten years ago, we

5 weren't even in the top 25 in cyber security

6 programs. This year, we got number one in America.

7 We beat out Purdue. So in cyber security, which

8 includes cloud computing, which includes protecting

9 yourself, we're the number one program in the U.S.

10 And in the small business

11 development, which is upstairs on the fourth floor,

12 there are 1000 centers in America for -- for helping

13 small business development folks who are number one

14 in America. Again, so we went into Washington to

15 receive an award.

16 So in terms of those kind of

17 rankings, I think we -- you know, we're moving up.

18 We've got a long ways to go. We're not a -- We're

19 not a school that's been here 100 years or 150 years

20 like some schools here in Texas, but we're catching

21 up fast. And we're providing the kind of quality

22 education that students need. And by the way, our

23 Hispanic population last year was 50 percent. So we

24 are 50 percent Hispanic and almost 10 percent

25 African American. So we're about 60, 65 percent



1 minority campus. And that has been consistent for

2 the last 15 years I've been here.

3 It's wonderful to have you here. I'm

4 especially proud to be a colleague of yours and to

5 work with you all and see all the good things that

6 can be done. I think -- Honestly, I think our

7 government needs us, needs our input for a lot of

8 topics here that we talk about, which come up again

9 and again, including (inaudible), as a matter of

10 fact. So stay the course, do good work. I look

11 forward to all the conversations today.

12 Thank you, Mr. Chairman.

13 Thank you, Alejandra, for choosing us

14 to be your host. We're very proud of that

15 distinction. And it's another first for us. How

16 about that?

17 (Applause.)

18 CHAIRMAN PADRON: Dr. Romo, thank you

19 again for your great hospitality, which is extended

20 to your staff, have been fantastic. And we're very

21 proud of their accomplishments, not only for the

22 university, but for the City of San Antonio. You

23 make us very proud and proud to have you as a member

24 of this commission.

25 DR. ROMO: Thank you, sir.



1 CHAIRMAN PADRON: I think it would be

2 appropriate if we go around and state our names and

3 the organizations we represent, if any. And let's

4 start with Sylvia.

5 MS. ACEVEDO: Hi. I'm Sylvia

6 Acevedo. I'm very excited to be here as part of the

7 Early Childhood Subcommittee.

8 CHAIRMAN PADRON: What city?

9 MS. ACEVEDO: I am fortunate to live

10 in Santa Barbara, California.

11 MS. NIEVES: Hi. Lisette Nieves from

12 New York City. I'm happy to be here.

13 MS. ROBLES: Darlene Robles from

14 Los Angeles.

15 MR. PEDROZA: Good morning. Adrian

16 Pedroza. Also on the Early Learning Subcommittee,

17 from Albuquerque, New Mexico, (inaudible)

18 Partnership for Community Action.

19 MR. SANCHEZ: Early -- Early Learning

20 Subcommittee, Manny Sanchez, Sanchez, Daniels and

21 Hoffman, Chicago, Illinois. And it's always a

22 pleasure to visit good-old San Antonio.

23 MR. SCRIBNER: Buenos dias. Kent

24 Paredes Scribner from Phoenix Union High School

25 District in Phoenix, Arizona.



1 MR. ABETY-GUTIERREZ: Good morning.

2 I'm Modesto Abety from Miami, the retired former

3 president and CEO of the Children's Trust.

4 MS. MARTINEZ: Hi. I'm Monica

5 Martinez. And I live in the San Francisco Bay area.

6 And I'm on the K-12 and Higher Ed Committee.

7 MS. MELVIN: Veronica Melvin with

8 LA's Promise in Los Angeles, California, on the K-12

9 Committee.

10 MS. NEIRA: Maria Neira from New York

11 -- New York State, K-12 Subcommittee, representing

12 AFT.

13 MR. ARTILES: Buenos dias. Alfredo

14 Artiles, Arizona State University. I am a member of

15 the K-12 Subcommittee.

16 MS. TIENDA: Good morning. Marta

17 Tienda from Princeton University. And I'm on the

18 K-12 -- I mean, on the Higher Education.

19 MS. GAMA: Good morning. JoAnn Gama

20 from South Texas, Edinburg, Rio Grande Valley area.

21 And I'm on the K-12 Subcommittee, and I work with

22 IDEA public schools.

23 MR. FRAGA: Good morning. Luis

24 Fraga, now at the University of Notre Dame. And I

25 am cochair with Lisette Nieves of the Postsecondary



1 Education Subcommittee. Originally from Corpus

2 Christi, Texas, down the road.

3 MS. GANDARA: Buenos dias. I'm

4 Patricia Gandara. And I'm on the faculty at UCLA

5 and codirector of the Civil Rights Project

6 (inaudible) there and cochair of the K-12 Committee

7 with Dan Cardinali, who, if he were here, might be

8 sitting right at this spot, and who is Executive

9 Director of -- families -- no --

10 MS. NIEVES: Communities In Schools.

11 MS. GANDARA: Yeah. Communities In

12 Schools. Yeah.

13 MS. ABELLA: Morning. I'm Alicia

14 Abella, and I am the vice president of a nonprofit

15 organization called the Young Science Achievers

16 Program. I'm also an assistant vice president with

17 AT&T Laboratories. And I am with the K-12

18 Subcommittee. Oh, and I'm from New Jersey.

19 MS. NAVARRO: Buenos dias. My name

20 is Nancy Navarro. I am from Maryland where I serve

21 as a council member on Montgomery County. I'm a

22 former school board member, and I am a member of the

23 Early Learning Subcommittee.

24 MS. GARCIA: Buenos dias. Milly

25 Garcia, president of California State University in



1 Fullerton, California, and I am on the Higher Ed

2 Subcommittee.

3 DR. ROMO: Ricardo Romo, Higher Ed

4 Subcommittee. Thank you.

5 MS. CEJA: Alejandra Ceja, the

6 Executive Director of the White House Initiative on

7 Educational Excellence for Hispanics and originally

8 from Huntington Park, California.

9 CHAIRMAN PADRON: Eduardo Padron,

10 Miami Dade College, Miami, Florida.

11 And we have other members of the

12 staff who are here. Where are they so we could

13 introduce them? Could you guys come over and

14 introduce yourselves?

15 MR. DAVIS: Good morning, everyone.

16 Marco Davis. I'm the deputy director of the

17 initiative.

18 CHAIRMAN PADRON: Do I have anyone

19 else? They're working. Okay.

20 MS. DURAN: I'm Maribel Duran, chief

21 of staff of the White House Initiative.

22 MR. CAUDILLO: Good morning. My name

23 is Emmanuel Caudillo, special advisor with the White

24 House Initiative.

25 CHAIRMAN PADRON: Wonderful.



1 Next on the -- on the agenda, we have

2 an update from the staff. But before we get into

3 that, I'd like to say that I'm very proud, and I

4 know you share the feeling, of the wonderful work

5 that this commission has accomplished to date.

6 As you know, at the beginning, we

7 divided ourself into three committees of work. And

8 both the cochairs as well as the members of those

9 committees have done incredible work that we can

10 take a great deal of pride on.

11 On the other hand, we are very much

12 aware that we have an incredible task ahead of us,

13 that we have a long way to go before we really see

14 significant advances in this subject that we're

15 dealing with. And how important it is for our

16 nation to make sure that this work continues and

17 that we begin to see significant gains for Hispanic

18 students all over the country.

19 And as such, you're going to hear,

20 later on, especially at the end of the morning, of

21 the work of these committees. But I wanted to take

22 a moment to recognize that, because sometimes we're

23 working hard and doing the work but do not stop to

24 really recognize the work that is -- that is done.

25 As I look around, I'm so proud of the dedication and



1 commitment that you have demonstrated to the task at

2 hand. And I know it will continue until, you know,

3 we're able to accomplish the goals that have been

4 established.

5 So with that, I'd like to ask our

6 distinguished director to give us her update. I'm

7 sure she's going to call the staff members to do

8 likewise.

9 MS. CEJA: Thank you, Dr. Padron and

10 Dr. Romo, for hosting us.

11 To all of you commissioners, thank

12 you for your leadership this past fiscal year. We

13 have been able to leverage a lot of your expertise

14 in your networks and to really hone in on some

15 critical policy issues and do outreach activities

16 that have made a critical impact in the lives of

17 young students, parents and communities across the

18 country.

19 I wanted to spend some time to just

20 kind of go over some highlights of the year and then

21 really want to dedicate some time to talk about the

22 historic opportunity we have upon us as our 25 year

23 anniversary will be celebrated next year, September

24 of 2015. And I want you all to think about the

25 opportunity we have as a commission to really set



1 the tone and provide a framework for future

2 administrations in terms of the state of education

3 for the Latino community, what we've been able to

4 accomplish over these past 25 years and, most

5 importantly, what that future looks like and what we

6 need to do to ensure that, you know, we continue

7 to -- to have a focus on that North Star goal, which

8 is to ensure that pipeline from cradle to career is

9 prevalent, that we have more of our Latino students

10 graduating from college.

11 So I will just quickly go over what

12 we've been able to do at the staff level. One of

13 the things that we started was a webinar series.

14 And this is an opportunity for us to be able to talk

15 about critical policy issues that are at the

16 forefront of what our colleagues at the Department

17 of Education are working on. So what we've done is,

18 we have an ed official join these webinars and talk

19 about what's happening with the federal status of

20 these issues are, and then we'll have a community

21 stakeholder, somebody that has worked with us, that

22 is working on this issue.

23 So we've been very successful. We've

24 averaged about 2000 stakeholders throughout these

25 webinar series. We have been able to get some great



1 feedback from folks that hadn't heard about the

2 initiative that are interested in the work that

3 we're doing. And most importantly, we've been able

4 to connect them to that -- that federal official

5 who's actually in charge of leading this effort.

6 Many times we hear that, you know, they don't know

7 which office to call or they get, you know, diverted

8 into, you know, a call center where nobody really

9 can give them an answer. And so we've been able to

10 really work with the education officials at the

11 department to talk about these issues and really

12 highlight the Latino narrative, what this means for

13 our community.

14 These are the -- The webinar series

15 will continue in 2014, 2015, so these are the issues

16 that we've highlighted. Obviously we welcome your

17 input, we welcome you. Most of you have joined the

18 webinar series, so that's great. But any ideas you

19 have, if there's an issue that's missing that we

20 need to pay more attention to, let us know. This is

21 kind of the draft.

22 We'll be starting it in October with

23 our Bright Spots. And that's an initiative that we

24 launched where we're basically trying to showcase

25 the positive narrative of what community leaders are



1 doing for the Latino community, and so identifying

2 those programs that are working. We want to bring

3 attention to those bright spots. And it's an

4 opportunity for us, as we work with the business,

5 the philanthropic community, to identify those

6 models that are ready to be scaled up and how we can

7 be supportive of bringing attention to models that

8 are working that won't get a national spotlight had

9 it not been for the initiative's reach and

10 connection with them. And obviously we are going to

11 continue to focus on civil rights and postsecondary

12 education for the Latino community. So all of this

13 is in your folder, and we welcome your feedback.

14 We just completed our policy forums.

15 And I want to thank all of the subcommittees, your

16 leadership. The first one we kicked off was on

17 early learning. It was driven by the subcommittee

18 on early learning. And I really want to thank you

19 all, because you've helped us open your own Rolodex

20 and bring these amazing experts to the table.

21 That first one that we launched got

22 grave reviews, because it was an opportunity for us

23 to talk about the importance of early learning and

24 have critical data that had -- that focused on the

25 Latino narrative. And so it really set the tone for



1 the others that followed, the Integrated Student

2 Supports, Creative Artist Agency was also very

3 successful. And like I said, these were driven by

4 you all, so we really welcome the fact that, you

5 know, you are really helping us identify, you know,

6 those leaders that we need to bring to the table and

7 how we can continue to bring that national attention

8 to these issues.

9 The postsecondary access and

10 completion was also very successful. And you'll

11 hear from our chairs about the next steps on all of

12 these. The last one we just completed was at Pixar.

13 We had a national policy for music and the arts.

14 And that was something that our -- the staff drove.

15 It was an issue that we had heard from stakeholders

16 in our meetings that just doesn't always get

17 attention, and we wanted to end on a high note, on

18 music and the arts.

19 We've averaged, for each forum, about

20 150 stakeholders. Each one, there is a report with

21 outcomes with the summary on our website. And so

22 for us, this is an opportunity to also work in-house

23 with our ed colleagues about some of the outcomes

24 and findings that have taken place.

25 We had a very successful -- The



1 secretary does an annual Back-To-School Bus Tour.

2 We had a very successful one last year here in South

3 Texas. We're going to be continuing this year again

4 with the secretary on the bus tour that's taking

5 place in the south. We've got a town hall focused

6 on college access and completion. We'll be doing a

7 roundtable with parents and will be focusing on

8 literacy issues and immigrant immigration and this

9 year's bus tour.

10 You'll hear more about the work we're

11 doing on the President's My Brother's Keeper

12 Initiative. Before the President had launched

13 anything, this was also something that we had

14 included in our strategic plan to really bring

15 attention to the need to support our young males.

16 So you'll hear more from Marco Davis in terms of the

17 progress that we've been able to make on this issue.

18 And earlier this year, here in

19 San Antonio, we released a financial aid guide. And

20 basically, this was an opportunity for us to put

21 together some key resources for our students and our

22 parents. Our interns in our office helped pull this

23 together. We included a section on DACA resources.

24 We included a section on scholarship resources. It

25 had never been done at the department to have a



1 publication that included information on scholarship

2 resources. We thought it was very important for

3 students to know that in addition to financial aid,

4 that there's some organizations that are providing

5 critical assistance, the Congressional Hispanic

6 Caucus Institute, the Hispanic Scholarship Fund.

7 So for us, this was an opportunity,

8 as we go into schools, as we go into the community,

9 to continue to raise awareness on the importance of

10 FASA and the importance of -- and the importance of

11 scholarship aid and to have a section on the STEM

12 fields and the teaching profession. So it's a great

13 resource. It's available on our site. We have it

14 available in Spanish and English.

15 We've been able to do some great

16 media in communities where we know that their FASA

17 completion rate is low, to really bring attention to

18 parents on how they can get start -- they can get

19 involved and what resources are available to them at

20 the Department of Ed.

21 We want to have a series. The next

22 one we want to do is on persistence on college

23 access. And the third series would be on college

24 completion. So these are opportunities for the

25 subcommittees to also get involved in the work of



1 the series.

2 The secretary has been very helpful

3 in terms of helping us amplify this guide. And if

4 anything, it helps us start this conversation on the

5 importance of college access, affordability and

6 completion.

7 And we have been trying to push all

8 of the great work you all are doing on social media.

9 Currently, our newsletter reaches 43,000

10 subscribers, and it continues to grow. We're on

11 Facebook, we're on Twitter, and we just launched

12 Instagram. So hopefully you guys will see this --

13 this meeting will be commemorized on Instagram. But

14 it's an opportunity for us to reach folks that are

15 interested in the work we're doing, aren't based in

16 DC. But it gives them some realtime information on

17 some of the work that's taking place. So I

18 encourage you to -- to -- if you're not on Twitter

19 or Facebook, to start an account and follow us.

20 We've had some great activities

21 across the country. What we're going to focus on

22 this next year is, we want to do more work in

23 emerging communities. We really want to diversify

24 some of the reach that we've had. We want to start

25 focusing on those areas where we're seeing a growth



1 of the Latino community where we can bring in some

2 of the policy officials to talk about what's

3 happening on early learning, to talk about parent

4 engagement, to talk about higher education.

5 And so we are looking to map what

6 that outreach strategy is going to look like. If

7 you all have any recommendations on areas or

8 stakeholders that you want to connect us to, we will

9 be coming up with those targeted communities that we

10 want to do outreach to this coming year. And I will

11 pause there.

12 Before I turn it over to Maribel to

13 talk about the Federal Interagency Working Group, I

14 did want to spend a little time to talk about the

15 25 year anniversary. I really want you all to think

16 about how the subcommittees can support this effort.

17 What we are recommending to the White House is that

18 this not just be a one-day celebration that takes

19 place next year, that it actually can become an

20 anniversary year of action where we have targeted

21 events that will lead up to a big celebration with

22 the President.

23 And what we're envisioning is that

24 work in the emerging communities, critical town

25 halls with our young people across the country.



1 We're looking to cultivate 25 key outreach events

2 and to also cultivate 25 new commitments that could

3 possibly be announced the day of the celebration

4 that we have.

5 Obviously we're working with the

6 White House closely on what exact date it will be

7 on, but we don't have that information. We'll

8 definitely keep you posted on that. But as you guys

9 break into your subcommittees to think about how you

10 can support us in the 25 year anniversary, you have

11 amazing networks, we are looking to really cultivate

12 relationships with business, philanthropic leaders.

13 Dan Cardinali was instrumental in

14 helping us have an event, Creative Artist Agency.

15 We've had the event at Pixar. And so people are

16 starting to see, you know, it's not just at a school

17 that we're at, it's not just at a college, but that

18 we're actually breaking into these industries that

19 traditionally haven't had events focused just on the

20 Latino community. So I really want you all to think

21 about the contributions that can be made from the

22 subcommittee in support of the 25 year anniversary.

23 We are going to be working on a

24 blueprint that will be released the day of the

25 actual celebration. This blueprint is not a report



1 that we want to just sit on the shelf. It's really

2 to have a historical perspective of what has

3 happened over these past 25 years, where are the

4 gaps that continue to persist, and where are the

5 opportunities for the future. We know what we're --

6 what the data is telling us in terms of the

7 opportunities in STEM, the different fields, where

8 do we need to continue to invest, where does the

9 federal government need to continue to invest so

10 that we can close those opportunity gaps. So that

11 will be a report where we want the subcommittees

12 involved. There will be a section on Early

13 Learning, K-12 and Higher Ed. We want you to help

14 drive those sections.

15 We will have somebody on our team

16 that will be focused just solely on helping us

17 develop this blueprint. But most importantly, we

18 want the blueprint to be thinking about the future

19 and to really help us set the tone in terms of if

20 there was an investment over the next 25 years,

21 where do we put that money, where do we really

22 target those resources.

23 So I want you all to think about how

24 the subcommittees can contribute to what I think is

25 going to be a pretty historic opportunity for -- for



1 this commission and to be able to highlight some of

2 the critical investments that have been made since

3 this President has taken office in support of

4 education. So I'm -- If you have any questions, I

5 can take them now, or we can --

6 CHAIRMAN PADRON: Patricia?

7 MS. GANDARA: Comments. With respect

8 to the webinars, I think it would be terrific if we

9 had like even a one-pager kind of summary of those

10 webinars with information about the contact

11 information for people who were leading those.

12 Because -- I mean, I can see that we can go -- I saw

13 things up there, I thought, gosh, I wish I'd been

14 able to hear that one. At least I can have a

15 summary of what happened and who I could contact to

16 follow up on it.

17 MS. CEJA: So we do have -- The

18 webinars do live online, so you can download each

19 webinar. And each presenter has provided their

20 contact info -- information, so we do have the

21 PowerPoint presentations online as well. So we can

22 send you the link. But we have made that available.

23 And if individuals are interested in joining but

24 can't, we do have that information available on our

25 site.



1 MS. GANDARA: I am thinking, though,

2 of something that just is a summary. Because

3 unfortunately, it's always not possible to do the

4 whole hour to get through. If there were just a

5 summary of it. And if there's a good PowerPoint

6 that's easy to follow that's a summary, I think

7 would -- you know, that might do it. But I like to

8 be able to go through a lot of material quickly and

9 then decide where to devote the time. So that would

10 be one thing.

11 The other thing, Alejandra, is, you

12 asked if there was anything missing from the webinar

13 list. And I didn't see anything up there about

14 bilingual, dual-language education, which is a huge

15 asset of our community that our young -- many of our

16 Latinos take to school and to the workplace with

17 them. And I would love to see a little bit more

18 focus on that.

19 CHAIRMAN PADRON: Well, I think

20 that's great. We need -- We need ideas like that so

21 we can plan the next set of webinars. Another one

22 that I would say that is important is that of

23 teacher recruitment, which is a major issue in many

24 of our communities. Especially in the new areas

25 where Hispanics are moving into, we do not have



1 enough qualified Hispanic or bilingual teachers that

2 teaches kids, so that is something that we will be

3 following.

4 Yes. Darlene.

5 MS. ROBLES: I would like to see a

6 webinar that talks about the department but also

7 successful models (inaudible), of where it talks

8 about the inclusive -- and how parents have

9 meaningful engagement, at the webinar, to have those

10 models presented.

11 MS. NIEVES: Since we're creating the

12 list -- thank you for the list that's there so

13 far -- I would really want to see something done on

14 technology, particularly what are the uses -- what

15 are the usage patterns and also the trend in

16 higher ed of using greater bits of technology, how

17 do we think about those as impacting Latino

18 persistence. Or if they're not, just something out

19 there.

20 CHAIRMAN PADRON: Remember to state

21 your name so we make it easier for --

22 MS. NIEVES: Lisette Nieves.

23 MS. GARCIA: Milly Garcia. As more

24 and more Latino presidents are retiring, the issue

25 of Latino leadership in schools and colleges and



1 universities is critical, and we should have a

2 webinar on that.

3 CHAIRMAN PADRON: Anyone else?

4 MS. MARTINEZ: Hi. When I heard you

5 talking about -- Monica Martinez. When I heard you

6 talking about the different reports that were going

7 to be generated about college access and college

8 completion, I didn't hear a lot about making sure

9 all of our students are college and career ready and

10 doing something very specific around that. We heard

11 President Romo talk about the number of students who

12 are entering his university who are under-prepared.

13 And I think we really need to put a heavy emphasis

14 on not just Bright Spots that are preparing our

15 students for college and career, like IDEA schools

16 and others, but really focus on what it takes to

17 ensure that all Latinos are college and career

18 ready.

19 CHAIRMAN PADRON: Martha.

20 MS. TIENDA: I'm -- As someone who

21 got off of Facebook and doesn't have time to blog

22 and do all those things, I wonder, what do -- what

23 do those numbers really mean about how many

24 (inaudible) and whatever? And how do we know it

25 matters? So -- And compared to what? So if the



1 numbers are growing, and we say, "Oh, look at this.

2 We've got this many likes," what does it mean to

3 have a like and to have a follower? Does it change

4 anything? So, you know, I would hope that the

5 social media doesn't become just an end in itself

6 but a means to an and. And I would like to know:

7 What is that end?

8 CHAIRMAN PADRON: Good point. Anyone

9 else?

10 Alejandra, I'd like to ask you on

11 Patricia's suggestion of the one-page summary for

12 the webinars. Is that a doable thing? Can we

13 contract that out to get the one page on the various

14 webinars that --

15 MS. CEJA: So, yeah, we do have a

16 summary, so we'll look at what we have online. But

17 I think -- I think we should be able to do that.

18 CHAIRMAN PADRON: It would also be

19 good if we could have that added to the report of

20 the commission.

21 MS. CEJA: And each -- each presenter

22 has eight slides, so it's not too much to go

23 through. We ask each presenter to give eight

24 slides. So we'll -- We can -- We can look at what's

25 available. We do put a summary, so I would



1 encourage you to look at our website, and we'll

2 obviously send out additional information.

3 So we're going to bring Maribel Duran

4 to talk about our efforts around the Federal

5 Interagency Working Group.

6 MS. DURAN: Hello. Can everybody

7 hear me? Great. So we'll try and do this

8 (inaudible) talking to you. My name is Maribel

9 Duran. I'm the chief of staff of the White House

10 Initiative Educational Excellence for Hispanics.

11 Last year, in November, 2013, we

12 launched a Federal Interagency Working Group on

13 Educational Excellence for Hispanics per our

14 executive order. So in sync with the initiative's

15 efforts as long -- as well as the commission's

16 efforts, the Federal Interagency Working Group will

17 work in sync with these two bodies aligned with the

18 administration's efforts for the educational

19 attainment for Latinos.

20 And so this working group is

21 comprised of 28 federal agencies and White House

22 offices. We meet four times a year. And based on

23 our second-term strategic action plan, which you all

24 contributed to and have seen, the working group will

25 move to again equip the community with the resources



1 that the federal government has and is investing in

2 when it comes to Latinos and education.

3 So as you can see on the screen, one

4 thing that we continuously heard from our travels

5 and our conversations with different stakeholders

6 around the country is the need for just more

7 awareness of what the federal government is doing.

8 You know, how can we strengthen that link between

9 the federal government and the communities across

10 the country? What is ed doing, for example, the

11 Department of Education?

12 And so we thought: Let's use the

13 working group as a model to come up with mechanisms

14 and platforms to communicate what exactly the

15 Department of Education is doing. But across the

16 board, what is the White House doing? What is the

17 administration doing to contribute to Latino

18 education?

19 So the working group supports the

20 commission, supports the initiative in its efforts

21 to strengthen that link. As you can see, and as you

22 probably well know, this fall, the U.S. public

23 school system will be comprised of more minorities

24 than whites. It's probably higher in some of your

25 other schools and some of the different school



1 systems around the country. So what exactly are we

2 doing to make sure that these students are educated

3 and well prepared? Not only to succeed in their

4 grade, but throughout their educational career, to

5 make sure that they are completing high school, that

6 they are graduating, but that they are entering

7 college prepared and, again to your earlier point,

8 that they are graduating from college and

9 universities prepared to enter the workforce.

10 So for us, it's even more critical to

11 ensure that the many investments that have been made

12 by the federal government are being communicated,

13 that they are being taken advantage of, and that the

14 community at large is aware of them so that we are

15 equipping them with the resources and the needs that

16 they have.

17 So the working group will be aligned

18 with a second-term action plan that we have. It's

19 also online for everybody to see. The goal. One of

20 the goals that we thought immediately was: How do

21 we ensure that federal policies, programs and

22 initiatives are serving the unique needs of Hispanic

23 children, youth and adults?

24 So this working group will come

25 together to create data agency plans for the first



1 time to capture their particular agency. So what is

2 Energy doing? What is the Department of Housing and

3 Urban Development doing? What is Treasury doing?

4 And how are they communicating these particular

5 investments and activities to the Latino community?

6 And so we're acting as that hub, as

7 that data repository, the initiative. And we are

8 creating that, sort of, mechanism and platform for

9 all of these different agencies to filter to us what

10 they are doing to advance Latino education.

11 One of the key things that keeps

12 coming up from all of these agencies as we're

13 looking -- as we're having conversations with them

14 and they're submitting their agency plans is that

15 there is a unique need to have a workforce

16 reflective of the population, particularly in the

17 federal government. As you can see, the permanent

18 federal workforce is only at 8.2 of Latinos. And so

19 when we talk about, you know, breaking into

20 industry, it's not only reflective of the private

21 sector, but it's also reflective of federal

22 government.

23 And so we're working with the

24 different agencies to develop mechanisms, and the

25 Office of Personnel Management, to figure out how we



1 can make that little number -- how can we increase

2 that rate, right, how can we have more Latinos enter

3 the federal government workforce but also, you know,

4 those board rooms, you know, to make sure that -- to

5 Milly's point, that they are seeking those

6 leadership positions both at, you know,

7 institutions, private sector and the federal

8 government.

9 One of the other goals -- You know,

10 like I said previously, something that we

11 continuously hear from communities across the

12 country is the need to just be aware of all of this

13 information, what -- you know, what are different

14 agencies doing. And so, for us, we're acting as the

15 hub.

16 So since last year, we have been --

17 begun to collect upcoming opportunities from

18 different agencies. So opportunities are

19 internships, fellowships, scholarships, grant

20 reviewer opportunities, peer reviewer opportunities.

21 Anything that each agency is promoting to the public

22 to have a more diverse pool of candidates, we are

23 housing that on our website.

24 So if you go on our website under the

25 working group page, you will see a link that houses



1 approximately 50 different opportunities from

2 different agencies, from the National Science

3 Foundation, to the Department of Energy, to the

4 White House Consulate on Women and Girls, making

5 sure that we're communicating that to our

6 stakeholders.

7 And to an earlier point in terms of

8 what the -- why the reach is important, this is

9 exactly why. So, you know, our staff, our

10 commission, our working group in terms of physical

11 activity, we travel the country, and we have many

12 different activities around the country and around

13 the year. But there are still a number of folks

14 that we can't reach physically.

15 And so we came up with the idea of

16 the webinars. We came up with how to best leverage

17 the tools that we -- that we have, the technology.

18 More and more Latino students are, you know, using

19 technology and rely on social media for their

20 information. So are parents. And so for us, you

21 know, being active on social media and being aware

22 of the different platforms and ways to reach our

23 different stakeholders is incredibly important so

24 that we can communicate exactly what the federal

25 government is doing with different opportunities



1 available to them.

2 This is just one example from the

3 National Science Foundation on the type of

4 information that we're collecting. As you can see,

5 it's the name of the opportunity, the type, the

6 contact information, which is incredibly important

7 for the different stakeholders around the country so

8 that they're not necessarily reaching out to us;

9 we're simply facilitating the connection. And so

10 folks will be able to contact the right person at

11 the right agency about this particular opportunity.

12 We have a (inaudible) information,

13 who can apply and the link. So more and more, we're

14 encouraging agencies to contribute to this

15 information, but to also promote it themselves so

16 their outreach is wider and larger.

17 Another theme that keeps coming up --

18 And we were also very specif -- strategic in terms

19 of how -- how is this call for data aligned with

20 existing calls for data. Right now, we do -- the

21 Department of Education leads annual call for

22 minority-serving institutions. How -- How is the

23 federal government investing in these

24 minority-serving institutions and HSIs in

25 particular?



1 So we're aligning this effort -- the

2 working group effort with that MSI annual call to

3 try and figure out and see exactly how the federal

4 government is investing in its HSIs. As you can

5 see, HSIs brand 58 percent of those, you know,

6 certificates. We have, you know, a significant

7 amount of Latinos going to HSIs. And so we want to

8 make sure that the Department of Education, other

9 agencies show exactly how much they're contributing

10 to these different institutions and what we're doing

11 and how that's really showing an impact for these

12 students at the schools.

13 So -- So we will be working very

14 closely with our Under Secretary, Ted Mitchell, to

15 evaluate the process of collecting this data, and

16 then also, at the back end, how we're communicating

17 this to Hispanic-serving institutions. So, you

18 know, what are they doing at the institution level

19 with this -- with this funding and how can that be

20 sort of a catalyst for a conversation between

21 different agencies and these institutions to show

22 the impact. So that's something that's going to be

23 ongoing, and it's going to, you know, go on for a

24 year or two.

25 We are releasing a report this



1 November based on the data agency collection that we

2 are receiving and will be making that publicly

3 available. And then we're continuing our effort to

4 year two to make sure that it's a robust and

5 comprehensive report.

6 As Alejandra mentioned, next year we

7 celebrate our 25 year anniversary. The working

8 group, along with the commission and the initiative

9 staff, will play a key role. We will be leaning on

10 these different agencies to create more of a

11 urgency, a sense of urgency, given the demographics,

12 given the shifts in our schools, how -- how much are

13 they investing in Latino education, and how can we

14 use this sort of platform to encourage more of these

15 agencies to continue investing in these HSIs and the

16 Hispanic community at large.

17 So they will -- they will play a key

18 role. We will be leveraging. And you'll hear from

19 two representatives later today, the Department of

20 Health and Human Services, the Department of

21 Homeland Security. We're always looking for

22 partnerships and ways to leverage all the work that

23 they're doing on behalf of the Latino community.

24 So really quickly, the working group

25 will also contribute to the blueprint. We have been



1 seeing a large growth of, you know, Latinos in

2 merging communities, as Alejandra mentioned earlier.

3 We have seen places like Lucerne County, Virginia,

4 who has seen an increase of over 523 percent of the

5 growth between 2000 and 2011.

6 So this is -- this information and

7 the work that you are all doing and the working

8 group is really instrumental to leverage, not only

9 what's working in large communities like LA, like

10 San Antonio, like Chicago, but how -- how can that

11 work (inaudible) in the efforts in these emerging

12 communities like in Lucerne County in Virginia, like

13 in Tennessee. I had an earlier conversation with

14 Darlene about the growth of Latinos in Utah. And so

15 how can we make sure that we're all aligned and

16 working to ensure that they have an understanding of

17 what exactly these investments are and how we can

18 work together to listen to their needs and their

19 (inaudible) challenges.

20 And here you'll see a list of all of

21 the different agencies that are represented in the

22 working group. So these are agencies that

23 contribute a senior official, and they participate

24 in the meetings, and they are working to collect

25 datas with -- within their agencies.



1 What we've learned is, there are some

2 agencies that are doing a really great job at

3 capturing your investments, and there are some

4 agencies that aren't doing that great of a job. And

5 so they're using this as a -- as a way to sort of

6 garner that attention within their agencies: How

7 are their investments showing impact, how are they

8 measuring impact, and how are they reaching the

9 Latino community at large?

10 So it's been really fascinating work.

11 I think in conjunction with the commission's efforts

12 and leadership, we'll have a very robust blueprint

13 in 2015. I'll be happy to answer any questions.

14 CHAIRMAN PADRON: Patricia.

15 MS. GANDARA: I wonder to what

16 extent, Maribel, this group has been able to deal

17 with or could potentially deal with the issue -- one

18 of the two, you know, major issues of the K-12

19 committee, which is the Integrated Student Services,

20 where we have oftentimes lamented that education

21 doesn't seem to talk to Health and Human Services.

22 And yet to raise competent and well-developed young

23 people, we really need those partnerships for young

24 people. Is -- Can you say a few words about that,

25 to what extent this interagency group can try to



1 forge those?

2 MS. DURAN: I think that's really

3 important. Right now, the health -- the Department

4 of Health and Human Services, for example, has been

5 very heavily partnered with our Early Learning

6 efforts. But I think hearing about the efforts that

7 the K-12 Subcommittee has, you know, made, in

8 particular after the forum, to try and put that to

9 the table, I haven't seen that come through. We're

10 still waiting for the agency plan for (inaudible),

11 for example. But they're not due until later this

12 month. But I think that's an excellent point.

13 Because what we are often finding

14 as -- is that they haven't been asked a question in

15 terms of what they're doing for Latinos. And so

16 we're sort of forcing the conversation. So we've

17 had to meet with agencies individually to see how

18 they're seeing themselves in education. Oftentimes,

19 depending on the person, is also trying to figure

20 out within their agencies how this impacts

21 education. They don't see the connection right

22 away. And so for us coming in there, having that

23 conversation, I think this is a perfect example of

24 what we can leverage.

25 MS. GANDARA: That would be



1 wonderful. I think if you could sort of push on

2 them to talk to each other about this and to create

3 some -- some synergy across those spaces.

4 CHAIRMAN PADRON: Commissioner

5 Navarro and then Commissioner Tienda and then

6 Commissioner Fraga.

7 MS. NAVARRO: Thank you. Maria,

8 thank you so much for that presentation. I'm really

9 pleased to hear that this work here is actually

10 doing all this work. It's really critical. And I'm

11 also very excited about the focus on emerging

12 communities. The Washington metropolitan area grew

13 by 707 percent in terms of its Latino population

14 since 1980. And Maryland grew by 106 percent just

15 in the ten years. So this is definitely one of

16 those key areas.

17 But going back to the work group. A

18 particular point that I've heard time and time again

19 is that when we talk about how to link issues, for

20 example, the economic achievement gap, and connect

21 that to workforce development, right, as we see, as

22 you were describing, the demographic shifts. And we

23 know that our Latino -- our young people are going

24 to be really the protagonists of the workforce of

25 the future. So we need to be very proactive. In



1 Montgomery County, we're trying to sort that out,

2 because we're become a hub for life science and

3 biotech. But I want to make sure particularly that

4 our Latino students are going to take advantage of

5 that.

6 So as this work group takes on its

7 task, I would also like to see perhaps the

8 Department of Labor and the Department of Education

9 come together to perhaps agree on some basic points

10 or, you know, best practices, et cetera, to join

11 that. Because I feel that for so long we have

12 looked at workforce development as just a kind of

13 voc-tech tracking type of approach, which it

14 shouldn't be and which it's not, you know, what

15 we're seeing today, especially for the U.S.

16 competitive-edge purposes.

17 But I hear time and time again from,

18 you know, top education leaders that it's very

19 difficult for them to pursue that through their

20 school systems if they don't have that type of

21 collaboration with the Department of Labor in

22 developing best practices to -- to gauge that. So I

23 would really like to see that, perhaps explore in

24 this working group and let me know how that goes so

25 we can apply it locally whenever we can.



1 MS. DURAN: That's actually our next

2 topic.

3 MS. NAVARRO: Wonderful.

4 MS. DURAN: So thank you.

5 CHAIRMAN PADRON: Marta.

6 MS. TIENDA: I was struck by

7 the 8 percent figure for the federal government.

8 But let me just tell you that Google and the big

9 companies were unwilling to release their

10 demographics until they did in -- in May. And it

11 was stunning how few minorities they had overall.

12 So we need to get on that one, because we are

13 creating a bifurcated org -- society where our

14 people -- they're trying to recruit immigrants for

15 the so-called job shortages. And we're not training

16 our people? What's wrong with that picture?

17 So focusing on the private sector and

18 opportunities for public-private partnerships. Most

19 of the U.S. workforce is in the private sector in

20 some way or another. And it seems to me that just

21 focus -- that this part -- that we will miss an

22 opportunity if we do not try to forge public-private

23 partnerships and also to leverage on these big

24 companies that are on the one hand pushing for

25 immigration, arguing that we have a labor shortage,



1 and on the other hand allowing us to hemorrhage

2 talent in our school systems and not preparing kids

3 for these jobs that are -- that are emerging.

4 So this is an opportunity where I

5 think moving forward where -- we're talking about

6 Twitter and all these things we're doing, but our

7 people, our students, are not in those fields, and

8 they're not trained for math and science. Maybe

9 there's an opportunity to work with the -- our

10 parallel commission with Freeman Hrabowski, who

11 is -- who's demonstrated time, tested and true,

12 trained of -- of minority students in the technology

13 and math and science fields. And -- And they're

14 placing -- They eat them up. As soon as these kids

15 graduate in the -- in that Baltimore area, the

16 companies are just chewing them up.

17 So what -- what can we do to actually

18 make that happen in Silicon Valley where we're

19 overrepresented demographically. So I think

20 focusing on the private sector and getting those

21 numbers up at the Googles and the Amazons and all

22 these places that are the growth centers, in

23 addition to the health sciences. So the health

24 science is the other big growth industry with aging

25 population. And we don't want to be in the



1 reactive. I think we've got to get ahead of this

2 group. And we are way lagging on that.

3 Let me just point out one other

4 little thing with all this stuff on technology. If

5 we look at -- on the Wikipedia site for the White

6 House Commission, it shows it's nine months ago

7 since it was updated, and it doesn't even have the

8 right staff. So we may want to actually catch up on

9 that one as well.

10 MS. CEJA: Well, that was created

11 before my time, and --

12 MS. TIENDA: It needs to be updated,

13 because these are living testimonials of who we are.

14 MS. CEJA: Right. Yeah. We've

15 actually flagged that for folks, but whoever created

16 it is no longer at the department, so we'll -- we'll

17 work on it. It's on our radar.

18 CHAIRMAN PADRON: I think, Martha,

19 you are absolutely correct on the issue of the

20 looking at the private sector, not just the federal

21 government. But I can tell you, when you look at

22 that 8.2 number, not only we're concerned about the

23 low number, but the fact of the matter is that most

24 of the Hispanics in those numbers are at the low

25 level. So what we need is a report from these



1 agencies. And overall, that basically shows where

2 are they in the scale.

3 MS. TIENDA: What we need now -- I'm

4 on the board of TIAA and Human Resources Committee.

5 And, you know, just showing that the composition and

6 changes in composition misses the point without

7 doing an analysis that shows the changes in the

8 composition of the workforce as technology is

9 changing the distribution of jobs.

10 So those -- It's a fairly

11 straightforward analysis. But without doing it,

12 we're saying, oh, look at minority, this great big

13 lump that doesn't break out the racial, ethnic and

14 gender dimension. Because once you look at it that

15 way, you'll see we're at the bottom and struggling

16 to hold on, because those jobs are the fastest ones

17 to go. And they are in the financial services as

18 well.

19 CHAIRMAN PADRON: Yeah. I think all

20 this leads me to believe that our next phase of the

21 work of this commission, we need to become more

22 proactive in our work. We have done a lot of study.

23 We have been able to reach consensus of what the

24 real issues are.

25 What I really feel, we need to start



1 putting some pressure. For example, I think we need

2 to develop a report card so we're able to grade the

3 various agencies in terms of the work that they're

4 doing and make it public.

5 I know this could be controversial

6 for you guys. (Laughter.) But we're independent

7 people, and I think we have an obligation to fulfill

8 the mandate that we received. So things like that I

9 think it's important.

10 And also, I really feel that we need

11 to start having more direct meetings with heads of

12 major departments, whether it's Housing, whether

13 it's Health, et cetera, et cetera, with the

14 secretaries and the high-level officials there, to

15 be able to share our concerns, our aspirations and

16 make sure that we keep sensitizing the leadership of

17 the nation in terms of what needs to be done if

18 we're really going to make some progress.

19 I -- This is my second commission. I

20 participated in a prior one. And I can tell you,

21 all this work is wonderful, but you know it's put in

22 drawers collecting dust, and sometimes it doesn't

23 get us any results. We need to be different. We

24 know more with time. We have learned what makes a

25 difference and what does not. And I think



1 proactivity is going to probably be the best thing

2 that we can do if we're going to be truthful to the

3 mandate that we received.

4 I have Commissioner Fraga. Then I

5 have Commissioner Alfredo. And then I have

6 Commissioner Garcia.

7 MS. CEJA: And then?

8 MR. FRAGA: Thank you, Mr. Chairman.

9 CHAIRMAN PADRON: And then I have

10 Commission Nieves. Oh, my God. I have all

11 commissioners waiting. Okay. Let's see how we do

12 this and keep the -- keep the time. Okay.

13 MR. FRAGA: Thank you, Mr. Chairman.

14 Consistent with the point that was just made about

15 needing to try to leverage our influence, to what

16 extent has the working group focused on the

17 reauthorization of the Higher Education Act and how

18 it is that Latino needs and issues are at the

19 forefront of the discussions of the reauthorization

20 of the Higher Education Act?

21 MS. DURAN: So that hasn't come up.

22 We haven't seen any agency -- Again, they're not due

23 until later this month, so we'll be able to see more

24 of the agencies and if they are targeting efforts

25 specifically for the higher ed discussion. I think



1 whatever we do see -- And if you -- Obviously, you

2 know, you're very plugged into that conversation as

3 well. If you see of any agency, any Latin natural,

4 sort of, linkages, we'll then be able to leverage

5 that conversation as well with the particular

6 agency. We are working -- obviously aligned with

7 Under Secretary Mitchell and his efforts. And so if

8 there is a natural linkage, I think we can

9 definitely do that.

10 MR. FRAGA: If I may just say a very

11 quick follow-up. On that linkage, if -- if there

12 are opportunities that you can help identify for us

13 since we're not in D.C. to be able to bring our

14 expertise, leverage, our influence, issues where we

15 may have already spoken based upon the previous work

16 that we've done and the continuing work that we do,

17 I think all of us would welcome an opportunity to

18 try to be part of that discussion and see that as an

19 important obligation consistent with what the

20 chairman just said of our role as independent

21 advisors to the government. Thank you.

22 CHAIRMAN PADRON: Luis -- I mean

23 Alfredo.

24 MR. ARTILES: Thank you,

25 Mr. Chairman.



1 Thank you, Maribel, for the report.

2 I think the potential of the

3 Interagency Working Group is huge. I think they're

4 -- the possibilities for us as a commission to

5 leverage our resources and have an impact on that

6 dialogue is significant particularly because it

7 allows us to really address all the different

8 dimensions that we're trying to cover in the

9 education of Latino students.

10 For that purpose, I would suggest

11 that perhaps each of the subcommittees -- One of the

12 risks of having this large agency, Interagency

13 Working Group, is that the density of the

14 (inaudible) structures and the size of the

15 commission might slow down the potential impact and

16 actions down the road. And I wonder if we can speed

17 that up through proposing a very specific vision

18 that each of our subcommittees could articulate and

19 say: Given the needs and the potential of Latino

20 students under education, what would be the vision

21 that could be benefiting from an Interagency Working

22 Group for the Early Learning Subcommittee, for the

23 K-12 School Subcommittee, for the Higher Education

24 Subcommittee?

25 And perhaps you can help us



1 communicate with this working group in providing

2 that proposal, that crafting of a vision that would

3 benefit from the potential of this working group,

4 two or three very concrete things that each of these

5 subgroups will push the agency -- the Interagency

6 Working Group to pursue in the next couple of years.


8 Garcia.

9 MS. GARCIA: Yes. I just wanted to

10 follow up on Martha's point. There was an article

11 in the USA Today about two weeks ago, I'm just

12 looking it up, where the Apple president said that

13 he is committed to diversify. I think it's an

14 opportunity for us in this commission to contact him

15 and actually say, "We saw your article. We want to

16 work with you. How can we work together?"


18 Nieves.

19 MS. NIEVES: There are probably two

20 points. One was related to what Patricia was saying

21 regarding having someone talking about the

22 noncognitive pieces, the support for students. And

23 I had just heard -- because a former colleague of

24 mine just became the (inaudible) foundation fellow

25 at the Department of Ed -- focused exclusively,



1 starting this week, on noncognitive learning. And

2 so how do we capitalize on that opportunity in ways

3 that we haven't thought about. So first, kudos to

4 Department of Ed to look at that as something that's

5 important.

6 The second thing is, I think what's

7 important is that we don't think about some of these

8 things all in silos. I -- I love the work that

9 Hrabowski does and everything, but when we think of

10 the pipeline, many Latinos are going for

11 certificates and actually getting a greater return

12 on investment financially from certificates. We

13 cannot ignore that. We have to look at what are the

14 diverse educational pipelines that Latinos are

15 taking in order to be self-sufficient and do well.

16 And I want to say that because,

17 firstly, some of the most -- the ways that we've

18 been able to get into Apple and other ways through

19 Year Up has been through that process, because it

20 was difficult to negotiate and work with higher ed.

21 We have to look at that too, how we put up barriers.

22 And I put that there, not to scold us, but to talk

23 broadly about where -- how do we think uniquely

24 about partnerships that could move folks,

25 particularly Latinos, into these positions and for



1 us to not get caught up in it has to be a master's

2 in engineering to do that. That is not the only

3 mid-career-level opportunities that have well-above

4 living-wage opportunities for folks to be part of.

5 So I want to throw that out there,

6 because us being siloed and being very traditional

7 about that is not really going to move our

8 population through. We have a diverse population of

9 learners, and yet they all deserve to reach the

10 American dream. And so how can we make sure in our

11 conversations around that we think of very credible

12 alternative pathways that have done a really good

13 job around this as well.

14 CHAIRMAN PADRON: Thank you.

15 We're going to Commissioner Acevedo.

16 Then with you, and we'll go through.

17 MS. ACEVEDO: Great. Sylvia Acevedo.

18 You know, building on what Dr. Padron

19 said in terms of the report card, something that I

20 think would be really impactful is if we could get

21 these different agencies in their grants to add

22 culturally and linguistically support in their

23 grants. What happens is that a lot of grants for

24 low income, those organizations that are well

25 skilled in getting those grants are not necessarily



1 representative of the fast-growing Latino

2 communities. And so they're better skilled than our

3 populations of getting that.

4 However, if the -- if there's

5 language that says that the grant has to represent

6 the local community's cultural linguistic heritage,

7 that will force those grants to go towards serving

8 this population.

9 And then something that, you know, as

10 you know, we were part of helping Health and Human

11 Services when they were providing their new grants

12 that they just released -- they're about to release

13 -- is that they did an intro to grant-writing 101,

14 and I saw that, those efforts across the United

15 States. So that is another thing that some of these

16 agencies could do, introduction to. Because

17 there's, you know, literally billions of dollars

18 that goes through there. And just adding cultural

19 linguistic, it's amazing how much more money will

20 then begin flowing in our communities.


22 Commissioner Robles.

23 MS. ROBLES: Thank you, Chairman

24 Padron.

25 And Maribel, thank you for that great



1 report.

2 I think that inhouse, just

3 internally, the Department of Ed should model by

4 reporting out the outcomes from Race to the Top.

5 They have spent millions and millions of dollars on

6 Race to the Top. I remember Secretary Duncan

7 talking about that to the commission superintendents

8 that with the millions that he was asking

9 (inaudible) that was a result that we would

10 (inaudible) be able to go back to the federal

11 government and get these -- the dollars.

12 So it'll be interesting to see the

13 Race to the Top's plans, the impact and outcomes for

14 English learners in those communities, and

15 particularly for Latinos. My assumption and my

16 guess, that it's not there, but I would love to be

17 totally wrong and be told, "Darlene, you're wrong."

18 But I think we should model that if we're asking

19 other agencies to look at their outcomes. We should

20 be first at the Department of Ed to show those

21 outcomes, particularly for all the students and the

22 families that we represent.

23 And also (inaudible) if there's even

24 included their relationship with the community. I

25 don't know if they did or not. But it would be



1 interesting to see if they did, what they found.

2 And if they didn't, in the future, that should be

3 included.

4 And going to the reauthorization of

5 higher ed, just like to know the reauthorization of

6 the SEA. It's been dead in the water for the last

7 six years, but don't know if it's dead in the water

8 until the new administration (inaudible). Thank

9 you.


11 Commissioner Pedroza.

12 MR. PEDROZA: Yes. Thank you,

13 Chairman. Just a quick question. Are the other

14 White House initiatives a part of the working group?

15 And are there any plans to connect the different

16 initiatives to leverage each other's work?

17 MS. DURAN: So each initiative has

18 their distinct executive order. So per their

19 executive order and the mandates, they establish a

20 working group. They do that. I know that the

21 Initiative for the Asian American and Pacific

22 Islanders does. In fact, we've been working closely

23 with them in terms of just modeling the framework

24 and how effective their (inaudible), because they've

25 been established for about five years. They're at



1 the point now that they've established regional

2 working groups as well. So I'm not sure -- I think

3 the African American Initiative is well on their way

4 to do that. The Native American, I think they have

5 a version of the working group as well. But I think

6 there is room for us to collaborate and figure out

7 we can work together.


9 Sanchez.

10 MR. SANCHEZ: I would just add this

11 tangental point, and that is, selfishly as a member

12 of the Early Education Subcommittee, my hope is that

13 on our 50th anniversary, because of an investment in

14 early education from birth to four, to five, we'll

15 be able to celebrate not only an incredible

16 enhancement of the Latinos at the federal level but

17 just as importantly in the private sector level,

18 where I think at the end of the day, that's when our

19 Latino leadership will show its -- its beautiful

20 face. And maybe it's not the 25th anniversary, but

21 if we make that investment, maybe 25 years down the

22 line, we'll be able to celebrate that. Thank you.

23 CHAIRMAN PADRON: Good point.

24 Who's next?

25 Mo.



1 MR. ABETY-GUTIERREZ: I want to go

2 back to suggestions for seminars and recommend that

3 we do something around parental involvement and

4 parenting education.

5 CHAIRMAN PADRON: Okay. Good.

6 Anyone else?

7 Okay. Can we have the next report?

8 MR. DAVIS: Good morning, everyone.

9 As I previously mentioned, I'm Marco

10 Davis. I'm the deputy director of the White House

11 Initiative on Educational Excellence for Hispanics.

12 I wanted to share with you briefly a little bit of

13 information about the topic -- the timely topic of

14 Hispanic teacher recruitment and also provide an

15 update on the latest news on the President's

16 My Brother's Keeper Initiative.

17 So in addition to it being a priority

18 area for the K-12 Subcommittee of the commission,

19 the initiative in identifying its priorities to work

20 on over the next couple of years also identified

21 this same issue. In part because it's been reported

22 by the National Center on Education Statistics that

23 this year, for the first time, the nation's public

24 school student body will be majority minority and

25 specifically that a quarter of the nation's public



1 school students in K-12 will be Latino while the

2 nation's teachers will be just under 8 percent

3 Latino. So there's a pretty stark discrepancy

4 there, and we think it's an important goal to ensure

5 that the diversity of the nation's teaching

6 workforce is more representative of the student body

7 than of the nation itself.

8 So there's a couple activities that

9 we're doing that we've taken on. We've let the

10 commissioners know. We work closely with the --

11 with the subcommittee cochairs in terms of the work

12 that they're doing, making sure that the two sets of

13 activities are aligned and complementary and so on.

14 But we've undertaken a couple of activities that we

15 thought would be worth sharing with y'all being

16 that, as was confirmed by Dr. Padron this morning,

17 you know, this is an important topic for all of you

18 as well.

19 So first, we are about to distribute

20 a fact sheet that we just completed on Hispanic

21 teacher recruitment. You may have noticed that the

22 initiative produces these one-pager fact sheets on

23 different topics of interest that provides sort of a

24 basic overview that helps sort of introduce the

25 topic to audiences. So we also have copies of those



1 for folks in the audience. This is literally hot

2 off the presses. It's going to be posted -- It's

3 going to be posted on our website as well and made

4 available for distribution at appropriate events and

5 audiences.

6 This focus is very narrow and very

7 specific on this question of Hispanic teacher

8 recruitment, but we know that there's sort of other

9 aspects. In fact, in researching the information

10 for this fact sheet, our summer staff members sort

11 of realized that there was much more than could fit

12 onto a one-pager. And as a result, she drafted a

13 larger -- a slighter longer issue brief that's five

14 or six pages that we're in the final stages of

15 editing right now that highlights not only the need

16 for more Latinos to enter the profession but also

17 some of the challenges they face, such as financing

18 those educations -- those educations for perspective

19 teachers, receiving and attaining certification for

20 the teachers and also retaining Hispanics in the

21 field so that the numbers actually grow as opposed

22 to being something of a revolving door; as new

23 teachers are recruited, other teachers exit the

24 field.

25 And then finally on the publication



1 front, we plan to create and distribute a brief

2 resource guide that can serve to provide information

3 about the resources that are currently available for

4 someone who's considering going into the teaching

5 field. So this includes things like income-base

6 repayments. There is a -- There is a package called

7 Teach Grants, which specifically provides financial

8 aid for students who are committed to going into

9 high-need areas. There is a program called Public

10 Service Loan Forgiveness, lots of things that are

11 avail -- And then, of course, in the private sector,

12 there are a number of scholarships for folks

13 considering going into teaching both generally as

14 well as into teaching in the STEM fields

15 specifically.

16 These resources obviously don't serve

17 to solve every problem, don't overcome every

18 challenge, but it's also something that we found

19 there's surprisingly little knowledge of, little

20 awareness about that. So even folks considering

21 going into the field don't even know what currently

22 exists. So those are the kinds of things that we're

23 planning to create, develop, distribute, share with

24 and hopefully will help to support the work that the

25 subcommittee does.



1 Second, we wanted to share with you

2 that we established a collaboration earlier this

3 year with a television network called V-me. It's

4 the national Spanish language television network

5 that's in association with public television

6 stations. V, hyphen, M-E, V-me. They reach more

7 than 70 million households in 43 markets by

8 broadcasting their programming on PBS stations.

9 Through this collaboration, V-me is producing and

10 will air public service announcements where three or

11 four Hispanic teachers are going to share their

12 stories and talk about what motivated them to get

13 into teaching and what they love about it now.

14 These are PSAs that are actually

15 going to air in Spanish, as we mentioned, and part

16 of it not just to be serving as inspiration for

17 potential future teachers, but also really sort of

18 to share and highlight the field for the broader

19 Latino community. And in this sense, in some way,

20 we're thinking about Hispanic parents who may --

21 who, in fact, do wield some substantial influence

22 over the career sometimes that their children go

23 into to help them think about the profession, to

24 help them realize the need and potentially some of

25 the benefits and the rewards of going to teaching so



1 that they can be supportive of their students.

2 Those PSAs should air in the V-me

3 markets later on this month as part of their

4 Hispanic Heritage programming -- Hispanic Heritage

5 Month programming, but they're also going to live on

6 beyond the broadcast on the web, both on the V-me

7 website and we'll post links to them as well so that

8 they can air.

9 And then thirdly, I wanted to mention

10 that during Hispanic Heritage Month, we're going to

11 be featuring a different teacher on each day of the

12 month through social and media communications. Just

13 a short blurb on each teacher, but highlighting the

14 fact that while our population is currently

15 underrepresented, there are, in fact, dedicated

16 teachers of Hispanic descent teaching in different

17 parts of the country, teaching different subjects,

18 teaching at different levels, but all with equal

19 dedication to their students, families and

20 communities. So we think holding up these leaders

21 will be our way of highlighting the contributions of

22 Hispanics in American society, which, of course, is

23 one of the purposes of the celebration of Hispanic

24 Heritage Month.

25 Beyond that, we're continuing to



1 support the K-12 Subcommittee in their efforts and

2 being a resource to the teach.org campaign, which I

3 believe we shared with you all before. That's an

4 initiative that was originally launched by the

5 Department of Education and has now been contracted

6 out and is now a fully fledged campaign that's

7 turning into an independent organization that

8 specifically seeks to raise the status of the

9 teaching field in American society as well as to

10 recruit teachers into the profession, particularly

11 with an eye towards underrepresented populations,

12 which includes Latinos.

13 Later today, during the breakout, the

14 subcommittees are actually going to explore and --

15 First of all, during the report, I think Patricia

16 Gandara will share some of what they've done but

17 also what they're looking at. And then during the

18 breakout, they're going to go into some of the

19 options for activities. And of course the

20 initiative will be supporting and complementing

21 those activities as we go forward.

22 Any questions on the Hispanic teacher

23 recruitment?

24 CHAIRMAN PADRON: Patricia.

25 MS. GANDARA: Can you tell us where



1 the V-me markets are?

2 MR. DAVIS: I do not know the 43

3 offhand.

4 MS. GANDARA: Oh, 43. Okay. That's

5 a lot. Okay.

6 MR. DAVIS: There are 43 markets that

7 they're -- Yeah, so they're connected to PBS, and

8 they air through PBS stations. And so they're fully

9 integrated in 43 markets. And I believe they're --

10 they have the possibility of airing on any PBS

11 station subject to the station.

12 MS. GANDARA: Okay. That's important

13 to know, because teach, of course, was much more

14 limited in their reach. And that wasn't clear that

15 any of us would ever see any of those.

16 MR. DAVIS: Right. And Patricia, for

17 the rest of the commissioners, just to share,

18 teach.org also commissioned and created some PSAs in

19 English through work -- a collaboration with the Ad

20 Council. But places where they got those aired was

21 a smaller network.

22 MS. GANDARA: And then, Marco, can

23 you just let us know what the process is right now

24 and where -- where we are with Hispanic Heritage

25 Month profiling of the teachers? What -- Can you



1 say a little bit more about where we are in that

2 process?

3 MR. DAVIS: Sure. So what we're

4 doing right now is basically collecting information,

5 collecting the stories, if you will, the blurbs on

6 teachers. We're trying to get, as I mentioned --

7 trying to just create -- So -- So this is an

8 effort -- and obviously it's a pretty quick

9 turnaround. But we're basically trying to just

10 portray the breadth and diversity of Latinos who are

11 in teaching. So we're not necessarily picking the

12 absolute -- a person who is -- who's highlighted as

13 being teacher of the year. We're simply trying to

14 sort of present a broad swath of teachers. So

15 teachers who are in high school, middle school,

16 elementary school. Teachers who are in STEM, who

17 are in language arts. Teachers who are in history

18 and social studies, et cetera. Teachers east coast,

19 west coast. Teachers that have been teaching for,

20 say, five years. Teachers who have been teaching

21 for more than ten, et cetera.

22 So we actually have our teams still

23 in Washington right now collecting that information.

24 We're using the 2012 Champions of Change teachers

25 who were highlighted two years ago. We're using



1 teachers of Hispanic descent, who participated in

2 the teaching Ambassador Fellows Program, which is

3 department -- U.S. Department of Education.

4 And interestingly, as I think you all

5 know, since our office actually stands on the

6 support of a good number of interns who are current

7 undergrads or graduate students in our office each

8 cycle, one of the things we simply said to them was:

9 If you are in touch with a teacher who made an

10 impact and influence or your life that might be

11 someone worth featuring, why don't you reach out to

12 them and see if they can share their stories. So

13 we're trying to compile basically 30 blurbs that has

14 that kind of breadth and diversity that we'll then

15 be posting up.

16 If -- Obviously time is short, but if

17 any commissioners have any suggestions of teachers'

18 names, then I will acknowledge. Patricia also did

19 submit to us a list recently of teachers

20 particularly in the STEM field, so we're also using

21 that list of teachers as well. I think it's five or

22 six. So if any other folks have suggestions of

23 teachers you'd like to be considered for that, by

24 all means, please send that in to us. Again, we're

25 not using any strict criteria in terms of choosing,



1 but really just trying to present a broad picture of

2 Hispanics in the teaching field.

3 CHAIRMAN PADRON: We have got two

4 individuals right there.

5 MR. DAVIS: Veronica.

6 MS. MELVIN: Just speaking to the

7 public-private partnerships, I wonder if you've

8 reached out to our friends over at Univision or

9 perhaps El Rey Network just to maximize the fact

10 you've already produced the PSAs.

11 MR. DAVIS: So we've talked with them

12 about highlighting teacher recruitment and about

13 those pieces. We haven't yet made the connection to

14 having them air the PSAs. We're waiting on seeing

15 the rough cuts of the actual PSAs to see if they're

16 things that we can do and to see if V-me is

17 interested in collaborating that way. But certainly

18 a good idea.

19 MS. MELVIN: Great. Thank you. And

20 I'm happy to send good teachers your way, as I'm

21 sure some of our colleagues in the room are. Right?

22 MR. DAVIS: Yes. And please do. And

23 obviously, you know, we're -- this is sort of an

24 idea we came up with as a way to celebrate for

25 Hispanic Heritage Month. That's 30 days. Having



1 more than 30, having that roster, having that

2 repository, I think, will be valuable in many, many

3 other ways. So please do, by all means, send those

4 to us.

5 CHAIRMAN PADRON: Anyone else?

6 MS. MARTINEZ: I just had a

7 clarifying question. So the teacher recruitment

8 initiative is different than teach.org?

9 And then my second question would be:

10 What are we trying to show about teaching? Just

11 that it's a great field? Or are we talking about

12 what is good teaching?

13 MR. DAVIS: So one -- Yes, that

14 the -- Our work in teacher recruitment is the

15 initiative-specific efforts. In a way, it feeds

16 into teach.org. Again, as I mentioned, teach.org is

17 an effort nationwide among the entire public. It's

18 actually a separate entity, which we've provided

19 some feedback to, of their target populations.

20 Hispanics is one of their populations, but there's

21 nine or ten. STEM is another field. African

22 American males, I think, specifically is another

23 target group. Teachers of English Language Learners

24 is another. So there's obviously lots of synergy

25 and overlap, but they're a much broader effort. And



1 they're specifically trying to recruit

2 high-achieving potential teachers into the teaching

3 profession.

4 Our purpose at the initiative we've

5 identified as sort of going in a way more narrowly,

6 focusing on recruiting Hispanics into the teaching

7 profession, but also more broadly in the sense of

8 not purely trying to promote this idea of high

9 achievers, but really that anyone and everyone

10 should consider the teaching field. So those two

11 are separate.

12 In terms of what we're trying to say

13 about teaching, we are starting with sort of a

14 broader message of simply saying people should

15 consider the teaching field, people should consider

16 teaching as a career option being that we're

17 underrepresented. And then one of the things that

18 struck us and when we started talking with folks and

19 with audiences, the statistic I mentioned at the

20 beginning, this question of Latinos are now a

21 quarter but only 8 percent of the teaching

22 workforce, seems to strike people very strongly,

23 cause a strong reaction.

24 So that's sort of the idea that

25 we're -- we're building off of and saying people --



1 more people need to think of that as an option for

2 themselves. The idea of what is good teaching and

3 so on is certainly pieces that are important, that

4 are valuable and so on, but we haven't necessarily

5 got into the realm of us being able to be arbiters

6 of that.

7 CHAIRMAN PADRON: Okay. We have two

8 more comments, and then we need to move on. We're

9 going to go to the back of the room.

10 MS. NEIRA: Maria Neira. I just want

11 to add that the multi-media marketing plan is a

12 great start. It really has taken off well. And the

13 financial support has been talked about. I would

14 like to recommend that there will be more than 30

15 days, that the concept of recruitment not be limited

16 to just October. I think it's really important that

17 it's ongoing.

18 I would also have us think about the

19 additional pieces that need to go into a recruitment

20 concept, which goes beyond just knowing about the

21 profession. The kind of support systems, mentoring

22 components that need to be part of that narrative.

23 Because just knowing that they're -- that you're

24 coming into a profession without the support

25 systems, the mentoring pieces. The concept of being



1 able to go beyond the classroom of career ladder

2 concept, all these pieces have to eventually become

3 part of when we're talking about recruitment so it's

4 not an isolation. I know AFT will be very happy to

5 join in giving you names. But initially, we also

6 have rolled out our own study of the diverse being

7 -- it's underway, so maybe the partnership of

8 ongoing dialogue is really going to be critical.

9 MR. DAVIS: Absolutely.


11 Navarro.

12 MS. NAVARRO: Thank you. I was

13 interested in knowing if you had explored any

14 concepts around just incentives. So for

15 jurisdictions or states, et cetera, that may want to

16 look at -- you know, not just promoting the

17 profession is a great thing to do, but also whether

18 there are, you know, partnerships between school

19 systems and institutions of higher learning, in

20 particular jurisdictions that may want to create

21 some type of initiative where you literally go out

22 and recruit but then provide, you know, either --

23 You know, if you -- if you graduate, if you go

24 through this program, then you can teach at the

25 particular school system. If you give us two years



1 -- you know, something like that that is very

2 tangible. And then school systems can literally

3 just market that as a really wonderful way of

4 pursuing this and then, obviously, you know, having

5 a job after you graduate. Has there been any

6 discussion around that type of thing?

7 MR. DAVIS: That is a good point.

8 That actually came up during one of our recent

9 webinars, which was actually on Hispanic teaching

10 profession -- My apologies; I neglected to mention

11 that. We had two presenters who actually teach at

12 colleges of education but who also work with the

13 school districts in their area. One was at

14 University of Texas San Antonio, uh-huh, and the

15 other was at San Diego State University. And so

16 those components about, sort of, the way the work

17 plays out at the state and local and state and

18 district level were ideas that were raised and that

19 certainly we can pursue.

20 CHAIRMAN PADRON: One last point.

21 MR. ARTILES: Thank you so much,

22 Mr. Chairman.

23 I just -- Thank you, Marco, for your

24 good work. I want to second Maria's last point

25 regarding how we situate this notion of recruitment



1 in this broader context of strategies. And for what

2 -- for that purpose, I want to suggest that we look

3 into the Southern Poverty Law Centers initiative on

4 teaching diverse learners. They have a host of

5 resources for teachers, including video cases in

6 which they operationalize and show teachers enacting

7 ideas of culturally responsive teaching. That might

8 be a nice supplement to these efforts.

9 MR. DAVIS: Great. Thank you.

10 CHAIRMAN PADRON: Thank you very

11 much.

12 So with that, let me express our

13 appreciation to the staff members for their good

14 work.

15 MR. DAVIS: My Brother's Keeper.

16 CHAIRMAN PADRON: What's that?

17 MR. DAVIS: My Brother's Keeper.

18 CHAIRMAN PADRON: Oh, okay. Let's do

19 that if we could do it quick.

20 MR. DAVIS: Certainly. Sorry.

21 Apologies. We're running a little bit behind.

22 So I just want to provide a quick

23 update. As you know, in February, the President

24 launched My Brother's Keeper Initiative to address

25 persistent opportunity gaps faced by boys and young



1 men of color and ensure that all young people can

2 reach their full potential.

3 At the end of May, the My Brother's

4 Keeper task force released its 90-day report. It's

5 available on the website

6 whitehouse.gov/mybrotherskeeper. It includes key

7 indicators that would provide a comprehensive view

8 of the environments and outcomes for boys and young

9 men of color and their peers. It also contains

10 recommendations on steps our society can take to

11 begin to expand opportunity for all in areas

12 including: Entering school ready to learn, reading

13 at grade level by third grade, graduating from high

14 school ready for college and career, completing

15 postsecondary education or training, successfully

16 entering the workforce, and, six, reducing violence

17 and providing a second chance.

18 Since the launch of the My Brother's

19 Keeper Initiative, the Task Force has met with and

20 heard from thousands of Americans through online and

21 in-person listening sessions who are already taking

22 action in these and other areas.

23 In July, I wanted to share with you

24 all that Magic Johnson of Magic Johnson Enterprises

25 and Deloitte CEO Joe Echevarria launched the



1 National Convening Counsel. It's an independent

2 private sector initiative bringing together leaders

3 from business, philanthropy, and the faith, youth

4 and nonprofit communities. And over the next

5 several months, the NCC will travel the country

6 lifting up examples of cross-sector efforts that are

7 having a positive impact on boys and young men of

8 color.

9 At the same time of that

10 announcement, leading private sector organizations

11 announced independent commitments that further the

12 goals of the My Brother's Keeper Initiative and

13 directly address some of the recommendations.

14 Organizations including the NBA and the NBA Player's

15 Association, AT&T, Citi Foundation, Discovery

16 Communications, UBS America, JP Morgan Chase &

17 Company, and the Emerson Collective, which is

18 founded by Laurene Powell Jobs, along with partners

19 from Silicon Valley and elsewhere announced

20 multi-million-dollar commitments to help reduce high

21 school pov -- high school dropout rates, improve the

22 worst-performing schools, recruit high-quality and

23 sustain mentors, create entry-level job mentorship

24 and apprenticeship opportunities for youth, disprove

25 the negative narrative, and build on successful



1 evidence-based programs.

2 All of this information is in an

3 extensive media release that's also on the

4 My Brother's Keeper website, so you can get more

5 details about those commitments if you'd like.

6 In addition, under the umbrella of

7 the Council of the Great City Schools, leaders of 60

8 of the largest school systems in the country, which

9 collectively educate nearly three million of

10 America's male students of color, many of whom are

11 Latino, joined in an unprecedented pledge to change

12 life outcomes of boys and young men of color by

13 better serving those students at every stage of

14 their education.

15 Through an 11-point plan that

16 stretches from early childhood to graduation, these

17 school districts will better support boys and young

18 men of color by focusing on strategies with proven

19 results including expanding access to high-quality

20 preschool, implementing or scaling early warning

21 systems to prevent grade retention, establishing

22 programs to reduce suspensions and expulsions,

23 increasing access to advanced and rigorous course

24 work, and ensuring increased FASA completion.

25 Also the college board announced that



1 it will invest over $1.5 million for All In, which

2 is a national program, to ensure that 100 percent of

3 African American, Latino and Native American

4 students with strong AP potential enroll in at least

5 one matched AP class before graduation. They're

6 partnering with the 60 school superintendents who

7 have signed on to the Council of Great City School's

8 pledge to identify and reach out to young men of

9 color who have demonstrated the potential to succeed

10 in AP classes.

11 And finally, through the MBK Task

12 Force, the departments of Justice and Agriculture,

13 along with the Corporation for National Community

14 Service, announced two new youth core programs to

15 expand opportunities for youth. Both programs

16 directly address recommendations in the task force

17 report. They're intended to help young people

18 successfully enter the workforce as well as create

19 additional job opportunities and increase

20 entry-level job mentorship and apprenticeship

21 options for all young people including boys and

22 young men of color.

23 The President is calling on Americans

24 who are interested in getting involved on My

25 Brother's Keeper personally to sign a pledge to



1 become long-term mentors to young people. This

2 effort will engage Americans from all walks of life

3 to develop, sustain and direct mentoring

4 relationships that will play vital roles in the

5 lives of young people.

6 For its part, the initiative supports

7 the goals of MBK by holding events, roundtable

8 discussions, listening sessions, online forums and

9 other activities with community stakeholders to

10 highlight the issue, identify bright spots for

11 promising and proven practices that support young

12 people, including Hispanic boys and young men, and

13 encourage investment in efforts that advance the

14 goal of helping all youth, including Latino males,

15 reach their full potential.

16 In fact, earlier this summer, we held

17 two roundtable -- three roundtable discussions, one

18 in Denver, one in Austin, Texas and one in

19 Philadelphia, with Secretary Arne Duncan, who spoke

20 to groups of young men, Latino and Latino and

21 African American. And there are actually video

22 highlights on the U.S. Department of Education

23 website, particularly of the Denver conversation,

24 which is really poignant, that I would recommend you

25 all review.



1 At the same time, researchers and

2 institutions are increasingly focusing on its

3 population, collecting and analyzing data to

4 determine its needs and challenges. For the Latino

5 community, there's a particular need for more data,

6 analysis and scholarship on Hispanic boys and young

7 men and women as well as more awareness about the

8 challenges they face so that solutions can be

9 implemented and supported.

10 The initiative is working closely

11 with partners in the academic, philanthropic,

12 business and nonprofit sector as well as leaders at

13 the state and local level to lift up what works and

14 help expand proven solutions.

15 And finally, the My Brother's Keeper

16 Task Force has been compiling and making available

17 data sets that exist at different branches of

18 government, within different agencies, to make them

19 more accessible, to make them more useable by the

20 public so that folks can be armed with the data they

21 need in order to make the positive changes that are

22 required. So we will obviously keep you all posted

23 on any new updates, any new commitments we learn

24 about, any new activities that relate to My

25 Brother's Keeper.



1 CHAIRMAN PADRON: Once again,

2 appreciation to the commission and staff, Alejandra,

3 Maribel and Marco, for wonderful reports.

4 And we're going to move to the next

5 item on the agenda, which is updates from the White

6 House. And we have two reports this morning. One

7 we may have in the afternoon because of travel

8 complications. The individual has not been able to

9 arrive yet. But we're going to start with the

10 Deferred Action Childhood Arrivals. And we have

11 here, we're fortunate to have Mario Ortiz, the

12 San Antonio District Director for the U.S.

13 Citizenship and Immigration Services, the Department

14 of Homeland Security, who are going to brief us on

15 where we are on that issue.

16 Welcome, Mr. Ortiz.

17 MR. ORTIZ: Thank you very much.

18 Good morning to all of you. Welcome

19 to San Antonio. It's a wonderful place to be.

20 CHAIRMAN PADRON: Absolutely.

21 MR. ORTIZ: I will thank Dr. Romo

22 later for his graciousness. Actually, I saw him out

23 in the hallway, and I thanked him again, as I do

24 always when I have an opportunity to see him. We

25 have our naturalization ceremonies at the Institute



1 of Texan Cultures, which he referenced. And for

2 those of you who can or should have -- make the time

3 to go to the institute. It really commemorates and

4 marks the immigrant journey of immigrants coming to

5 Texas. And so what an -- what an appropriate venue

6 for us. And we've naturalized thousands upon

7 thousands of men and women who completed that

8 immigrant journey at the institute, so I encourage

9 all of you to come. So I'm going to hand out my

10 business card.

11 So my name is Mario Ortiz. I'm the

12 Director of USCIS. I'm based here in San Antonio,

13 but I have a fairly large region, a company,

14 starting from central Texas along the Texas-Mexico

15 border, from Brownsville to El Paso and also the

16 state of New Mexico. So it's a good portion of the

17 border. A lot of activity in our four field

18 offices, San Antonio, El Paso, Harlingen and

19 Albuquerque. And my colleague -- two of my

20 colleagues are here with me, Chris, Chris Saucedo --

21 Chris Saucedo and Elaine Mueller-Cantu. Where's

22 Elaine? Hi, Elaine. So they're here to help answer

23 any questions that you may have.

24 So a couple of things I want to

25 mention before I start is, for any reporters that



1 are here, I'm here primarily on background to --

2 to -- to have a discussion with our commissioners.

3 If you're looking for any sort of official answers

4 on the Deferred Action program, I'll refer you to

5 our public affairs officers back in DC. But we're

6 here really to have a meaningful dialogue and to

7 really interact in a robust, meaningful way. So

8 let's start with that.

9 For -- Are all of you fairly familiar

10 with USCIS? I see some nods. Okay. So for anybody

11 who is not, the USCIS is one of the federal agencies

12 under the Department of Homeland Security. We used

13 to be known as INS. That was many, many, many years

14 ago. By the way, speaking of which, I started in

15 INS in the 1980s, and I was one of the original ones

16 that went out and collaborated with community groups

17 for Amnesty where three million people came forward.

18 So I've been around for quite a while. I started

19 when I was 12. (Laughter.) INS is no longer

20 anymore, as you know. So the three federal agencies

21 that used to be INS: CBP, Customs and Border

22 Protection, ICE, which many of you heard of

23 recently, and also USCIS.

24 So we're mostly about benefits.

25 We're about green cards and citizenship and other --



1 other programs along the way. But primarily, those

2 are our biggest programs.

3 And -- And one of the things we

4 really want to focus on today is about deferred

5 action. Overall, you've probably heard there are

6 about 675,000 people that have come forward over the

7 last couple of years when it was announced in June

8 of 2012. And it was valid for a couple of years.

9 And in June of this -- this summer, we announced

10 again that it was time for a renewal. And in that

11 time, since June, we've had about 10,000, maybe

12 closer now to 11,000 people, that have actually

13 renewed their application. So there's still a lot

14 of work that needs to be done. We'll talk about

15 that in just a minute.

16 I'm not going to bore you with too

17 many details, because all of this stuff is on the

18 website. But just let me give you a -- sort of a

19 general idea of deferred action. And to those of

20 you who may know, deferred action is prosecutorial

21 discretion. It essentially keeps people from being

22 deported for a couple of years, and it also gives

23 them an authorization to work. We call it an

24 employment authorization document.

25 The first of these DACA approvals --



1 As a matter of fact, I always remember the very

2 first DACA meeting we had was in this room.

3 Congressman Gonzalez hosted a meeting here. Well, I

4 guess you guys hosted the meeting, but it was -- And

5 then when -- when the renewal came out, on that day,

6 Chris and I were out in a remote area in West Texas

7 on June the 5th, and we were out doing DACA

8 outreach. So I think that's one of the things that

9 we do best, is do outreach activities.

10 So for the renewals, it is -- it is

11 for those who -- who had DACA in the beginning. By

12 the way, all of this is on the website. And my

13 colleague Chris will also hand out an information

14 sheet for you so you don't have to write any of this

15 down. So for the renewals is anyone who did not

16 depart the United States on or after the 15th of

17 August of 2012, that continuously resided in the

18 United States since they submitted their most recent

19 DACA request, and of course if they have not been

20 convicted of any criminal activity.

21 It's the same form. It's called a

22 821-D. Except for the renewals, it's actually a

23 little bit easier. The renewals basically say --

24 When you go into the -- to the form, it basically

25 says, look, if this is a renewal, then click this



1 button. And all the information sort of magically

2 trans -- transfers over, and you don't have to

3 submit all those forms again.

4 We -- The fee is, let's see, $465, I

5 think. $465. And that pays essentially for the --

6 for the biometrics and also for the employment

7 authorization card. Because, in reality, as most of

8 you know, the deferred action is not an immigration

9 status. It essentially prevents someone from being

10 deported for a couple of years, but it does give

11 people an employment authorization card.

12 We often tell -- tell folks to please

13 go to the website. And we found this particular

14 group of young people to be tremendously

15 resourceful, to be extremely knowledgeable, tech --

16 and tech savvy and to be very well organized. And

17 oftentimes when we go to meetings, they know more

18 about deferred action than we do, and they ask some

19 very insightful questions.

20 So we have met with people all over

21 this area, this region that I was telling you about,

22 and I'm always pleased to hear some of these

23 stories. Because they say to us -- They walk up to

24 us, and they say, "You know, for the first time, I

25 have relief in my life. And for the first time, I



1 can go to school and think about my future. And for

2 the first time, I can get a job, I can open up a

3 bank account, I can buy a car, I can do all the

4 normal things that people have been doing for

5 generations."

6 So there's two things I really want

7 to emphasize to you, because I really want to get to

8 the questions and answers. But one is, we often

9 tell people -- And those of you who come from so

10 many different communities all over the country and

11 who connect with immigrants in a very meaningful

12 way, I thank you for that. And I thank you for your

13 service and for your compassion and your passion to

14 be willing to reach out.

15 And I always tell the folks that --

16 couple of things. One is, please be mindful of

17 immigration scams. We call them in our vernacular,

18 notarios. Other people call them something --

19 There's an acronym that we use in government, the

20 unauthorized practice in immigration law, UPIL.

21 That doesn't translate. To me, it's scammer, it's a

22 notario, it's somebody who's going to take advantage

23 and promising hope to people where there is no hope.

24 And those people are operating in our communities

25 all across the country. And the vulnerability is,



1 is that they're operating in remote areas where no

2 one is around.

3 So in our area here in San Antonio --

4 If you go into the area where I grew up, I grew up

5 in San Angelo. It was out in West Texas. You grow

6 up in that area, and there's always a Dona Maria

7 who's over -- or hanging out in Big Spring

8 sometimes, and she can help you. Or if you go to --

9 go to New Mexico, there's also somebody in Espanola

10 who's probably willing to help you. But please, we

11 always tell people, be mindful of people who are

12 promising you hope, because it's obviously not true.

13 So that's the first thing.

14 The other thing I wanted to emphasize

15 to you is really how you can help. You know, I was

16 looking at the purpose of the initiative and why you

17 all are here. And your purpose states a couple of

18 things: To work directly with stakeholders, to link

19 individuals and organizations, to increase

20 awareness, and to communicate and share the programs

21 and the resources that are available to the

22 community. This is really an important resource for

23 the immigrant community.

24 And to the extent that we can partner

25 with you in your individual communities, the USCIS,



1 we're always happy to do that. It never -- I

2 don't -- I don't ever care whether I -- First of

3 all, it has to be in a safe environment. So if you

4 work with -- with us in setting up an immigration

5 forum of some kind, it has to be someplace where

6 people feel safe. And -- And I don't really care

7 whether people come here, they're legal or illegal.

8 It doesn't really matter to us as long as they get

9 the information.

10 So lately, in the last couple of

11 years, let me give you an idea, we've been working

12 again in remote areas. We've been talking to

13 Dreamers in colleges and universities. Again,

14 they're very well organized, and they talk to each

15 other. We've been going on college tours and

16 meeting in college campuses with as many people who

17 will listen to us. We -- We've met with CAMP, the

18 College Assistant Migrate Program, in the state of

19 New Mexico, some really switched-on people over

20 there.

21 We've partnered with Mexican

22 consulates. And wherever -- wherever the Mexican

23 consulates are and they're having mobile consulates,

24 they're the ones going into the remote areas. We

25 work very closely with them. We work -- have had a



1 lot of outreach sessions in Hatch, New Mexico and

2 also in San Juan, which is in the lower Rio Grande

3 Valley of South Texas, for migrant farm workers to

4 try to reach them as well.

5 We've met with bilingual teachers and

6 Hispanic liaison officers in schools. We've met

7 with police departments. We've met at public

8 libraries in trying to encourage librarians and give

9 them information. So we're trying to do the best we

10 can. I just want to leave you with that. But

11 there's still a lot of people that we need to --

12 that we need to reach.

13 So the people that came forward, as I

14 mentioned, the 10- to 11,000 people who have already

15 renewed, that two-year time is up, but they're

16 still --

17 I saw -- I read an article in the

18 LA Times -- so you don't need to give me any

19 attributions for this -- in LA Times yesterday where

20 it said something like 41 percent of an estimated

21 1.6 million people had come forward. Well, that

22 means there's still a lot of people that still need

23 to come forward and that we still need to find. I

24 was shocked really in terms of the numbers in the

25 state of New Mexico. I keep referring to that,



1 because I spent a lot of time there just two weeks

2 ago, and I'm going back there again next week. But

3 there are only about 3- or 4000 people in the state

4 of New Mexico. So this tells us that we --

5 collectively we -- we need to reach out to as many

6 people as we possibly can to encourage them to come

7 forward. So I'll leave you with that.


9 much. We have time for one or two questions. Lily

10 and then Adrian.

11 MR. ORTIZ: Chris, can you go ahead

12 and pass out those pamphlets so they can be looking

13 at them.

14 MS. GARCIA: First, I apologize for

15 being late. I have a note from my mother. And just

16 on the DACA clinics, NEA just sponsored several and

17 are building. We're trying to get our local school

18 affiliates, community colleges, members to do the

19 DACA clinic and to support them in that.

20 And this will be totally shameless,

21 but I'm totally shameless. As a fundraiser -- And

22 I've told some of you before that my husband and I

23 were working on a book. It's ready. It's ready.

24 So it is called "Agitadoras," Rabble-Rousers. It's

25 bilingual. 100 percent of the proceeds will go to



1 United We Dream. It's all on social justice

2 rabble-rousing, starting with Mother Jones and

3 ending with Gabby Pacheco, who was at the university

4 with Dr. Padron. So I just wanted to point that

5 out.

6 My husband, Alberto, who's still

7 waiting for that paperwork to come through -- he's

8 in Mexico waiting for his paperwork, so --

9 MR. ORTIZ: We'll talk.

10 MS. GARCIA: -- yeah, we need to

11 talk.

12 He's the artist and donated all of

13 the art and the book layout. And I did the stories

14 of our social justice warriors. So -- And I wanted

15 to give this as a gift to Dr. Padron.


17 much. Thank you.

18 Who else? Any -- Any other

19 questions? Comments? Yes. Adrian.

20 MR. PEDROZA: Mr. Ortiz, thank you

21 for that presentation. I'm from Albuquerque, New

22 Mexico, so thank you for that outreach effort there

23 in New Mexico. And you're right when you talk about

24 the movement really being led by students as far as

25 the outreach. We have, in New Mexico, Dreamers in



1 Action that work very hard there in New Mexico to

2 put on clinics. And they're constantly seeking

3 resources and trying to fundraise grassroots

4 fundraising just to keep their efforts going to

5 increase that outreach and those numbers.

6 What -- What hope is there to bring

7 more resources to some of these grassroots groups?

8 Because as you know, you know, having done this for

9 so long, many times it is that individual small

10 grassroots outreach that makes the biggest impact.

11 And many times, those resources aren't getting to

12 those smaller groups. And they have to travel

13 and pay -- These are students that are struggling

14 already, but they believe so much in this effort and

15 in this outreach that they do it regardless of the

16 resources available.

17 Can you talk a little bit about maybe

18 any potential resources that could come down to

19 those smaller groups to be more effective in their

20 outreach?

21 MR. ORTIZ: I have two comments. One

22 is, I was tremendously pleased in how -- how --

23 again, how well organized they are and how they then

24 connected from a national perspective. And so these

25 Dreamers in Action connected on a national level and



1 have received funding or grants or something at

2 least to continue their efforts.

3 The second thing I saw them do is

4 that they had created public service announcements.

5 And I -- I assume that those public service

6 announcements were not only here to create awareness

7 but perhaps also to create some sort of fundraising

8 mechanism for them.

9 I did get the impression yet that

10 they had aired or that they had found a way to get

11 them aired, but they had produced them, and they

12 were dynamite. So to the extent that anyone can

13 help, not just that group, but others, to get this

14 aired, I think it would be able to give them greater

15 attention and perhaps more fundraising effort.

16 CHAIRMAN PADRON: Mr. Ortiz --

17 We really need to get moving. We

18 have a significant -- Can we do that during the

19 break? He's going to stay here for a few more

20 minutes.

21 MS. GANDARA: It's really quick.

22 CHAIRMAN PADRON: Okay?

23 Mr. Ortiz --

24 MR. ORTIZ: Yes.

25 CHAIRMAN PADRON: -- we really thank



1 you for your service to the nation and for your time

2 here. If you would kindly stay so Commissioner

3 Gandara and others who have questions and comments,

4 will you entertain those?

5 MR. ORTIZ: As I mentioned, we're

6 always happy to meet with anybody anywhere, so

7 absolutely.

8 CHAIRMAN PADRON: Thank you. Thank

9 you very much.

10 We're going to continue. And we have

11 with us, as you can read on the screen, Gina

12 Rodriguez, the Director of Latino Affairs for U.S.

13 Department of Health and Human Services, who's going

14 to brief us on the Affordable Care Act.

15 MS. RODRIGUEZ: Thank you so much for

16 allowing me to be here today. I really appreciate

17 the opportunity. And many of you were extremely

18 helpful during the last open enrollment cycle. And

19 many times people wonder, you know -- Because

20 they didn't -- if they already had coverage, they

21 didn't enroll, and they wonder how did it impact

22 them. But the Affordable Care Act impacted

23 everybody. It really strengthened our entire

24 infrastructure. So we no longer have a ban on

25 preexisting condition.



1 Many times in the past, like if they

2 had -- if a child had asthma when they got -- they

3 were trying to obtain coverage, they wouldn't take

4 the child. And it could be something from asthma --

5 or for women, if they had had breast cancer or they

6 were going through the coding and identifying people

7 who may have had an ICD billing code for -- that

8 would have been like for breast cancer, and they

9 were knocking them out of the system. So we -- we

10 now have a lot of protections that -- that impact

11 all of us, not just those who have enrolled.

12 And also, there's now no more

13 lifetime limits or annual caps on our coverage. And

14 that's for everyone in the system. And we've also

15 strengthened the system for coverage for seniors and

16 individuals with disabilities.

17 So one of the key things that

18 happened was that it also allowed for subsidies to

19 make affordable insurance much more -- to have

20 increased access for Latinos across the country. So

21 during the last enrollment cycle, the federally

22 facilitated marketplaces are the ones that were our

23 key markets. The state-based marketplaces, they did

24 their own exchanges. So some of those are with

25 heavy Latino populations, like California or



1 New York, Colorado, New Mexico, Nevada.

2 And then there were the partnership

3 states that were -- states like Illinois and

4 Michigan that did come into the health insurance --

5 the healthcare.gov portal or (Spanish), but they did

6 their own outreach. But the briefing today will

7 focus on the federally facilitated exchanges.

8 So as -- as we know, we had a

9 successful enrollment period with over 8 million

10 enrollees. And we know that of them, a total of

11 2.7 million, or 34 percent, were between the ages of

12 zero to 34 years old. And nearly 38 -- I'm sorry --

13 3.8 million selected their coverage during the very

14 last month of enrollment. So many people waited

15 till the -- till the last minute.

16 And so the -- the number of young

17 adults that selected the marketplace coverage really

18 doubled during the last month, for -- from nearly

19 1.1 million during -- during the first five months

20 to more than 2.2 million in the last month. So over

21 the course of the initial enrollment period, there

22 was a lot of interest, and we measured that by

23 98 million website visits and 33 million calls to

24 the call centers.

25 And unfortunately, because the



1 application was a bit long, we had some difficulties

2 collecting data on race and ethnicity. So we had

3 about 35 percent of the individuals who enrolled

4 were -- they -- you know, it was an optional

5 question, but they -- they didn't select a race or

6 ethnicity question. So our data in terms of the

7 race and ethnicity part is a little bit -- it's not

8 very reliable.

9 But we know that there was a huge

10 emphasis on Latinos and the ACA because we actually

11 were the greatest group of the ethnic groups with --

12 with no -- that were uninsured. So we really

13 focussed our efforts. And one in four of the

14 uninsured individuals are Latinos. And that was

15 10.2 million out of 41.3 individuals. And eight out

16 of ten were actually eligible to -- to obtain a

17 subsidy. So that's something that we really need to

18 keep -- continue, like, the awareness campaign on,

19 because when they did go ahead and apply, a vast

20 majority of them were eligible for -- for subsidies

21 on this.

22 So one area that I think has been

23 very challenging for us is also with states with

24 high Latino markets like Florida and Texas not

25 expanding medicaid. So if -- if Texas, Florida and



1 now Pennsylvania did just barely expand coverage --

2 But between those three, that would have had -- we

3 would have increased access to an additional one

4 million Latinos alone. So, you know, that's pretty

5 significant considering the overall income.

6 So we still have our work cut out for

7 us. And then so as a -- as a result, like last

8 year, we really embarked on a concerted effort to

9 ensure that we were providing access points to

10 Latinos and that were culturally and linguistically

11 appropriate. We did have shortage of a sisters, but

12 we -- so we tried to enter that they we were all in

13 one place in key markets.

14 So here in San Antonio, we had one of

15 the most successful ones, I think. With the local

16 support, we were able to have, like, thousands and

17 thousands enrolling. And they were -- It was like

18 continuously throughout the different events.

19 But also -- So we have a coalition of

20 Latino key leaders and obviously it includes the

21 initiative as well, but also NCLR, LULAC. And so

22 together, we were hosting events throughout the

23 country. And we were able to provide the enrollment

24 opportunities in a family-friendly environment and

25 with the bilingual sisters.



1 So now that -- of those individuals

2 that have enrolled, we're embarking on a new

3 initiative, which we're calling the Health Education

4 Resource Summits. So that's from now until open

5 enrollment starts up again, which is November 15th

6 through February 15th. So it'll be a shorter period

7 of time to do the same level of enrollment. And for

8 Latinos, we -- we have to continue the push.

9 So we'll really -- We know that it

10 takes many -- like as many as four different touch

11 points for them to actually go through the entire

12 application. So we're trying to get ahead of that,

13 and of those that did enroll, try to help explain

14 the basic terminology.

15 I know some feedback we got like from

16 Blue Cross Blue Shield was where before they --

17 their questions were like, "Well, how much is my

18 co-pay? What's my cost share amount?" Their

19 questions now that they're getting, they're having

20 to train on is how you respond to, "What -- What is

21 a co-pay? What -- What is -- What does cost share

22 mean?" And many people, they thought because they

23 had coverage, then they wouldn't have any -- any of

24 that. And that is the case for preventive services.

25 They don't really have any co-pays up front, so we



1 encourage them to go and get their well visits. But

2 there's still a lot of work to be done on the

3 education front.

4 So with that, we are -- we are

5 embarking on this new -- you know, HRS campaign, but

6 it's basically a health literacy effort. So last

7 year, we did 62 enrollment summits across the

8 country. And right now, we have 25 lined up for the

9 education part.

10 We, as you know, had many barriers

11 along the way. And one of the key things, I think,

12 for the Latino market was the fear of deportation

13 and the fear of, like, public charge. So USCIS did

14 put out a memo that -- that ensured that people knew

15 that -- that that would not be used for enforcement

16 purposes, that the healthcare.gov (Spanish)

17 information would be kept separate. Although we did

18 have the hub to -- to that we -- we make sure that

19 the individuals that are coming through are actually

20 eligible, that it would not be used for enforcement

21 purposes.

22 So even the President did an

23 Univision town hall. It was Univision, Pre-Media

24 and Telemundo, all three of them, came together.

25 And it was a really great opportunity for him to get



1 out there and -- and -- and publicly share that with

2 individuals who -- who we really realized that they

3 needed to have that kind of awareness.

4 So we need to -- We are -- We're

5 continuing the push in the interim and knowing that

6 we -- that we don't -- that we need to continue, you

7 know, to be in the communities so that individuals

8 know that -- that we're there and that -- and we're

9 working through our trusted partners.

10 So our goals for the next go-around

11 are to continue to strengthen the marketplace and

12 maximize coverage. We do have some challenges with

13 the capacity, so we're going -- we're embarking on

14 another campaign to also -- to increase certified

15 application counselors. We actually have 3000

16 navigators that were grantees from the last cycle.

17 And we are about to announce the new cycle of

18 grantees -- should be early next week.

19 So -- But the vast majority of them,

20 over 25,000, were certified application counselors

21 who were actually not navigators that were paid,

22 so -- They -- They were paid through -- through

23 different formats. But they were basically a

24 volunteer. So we continue to train them and -- and

25 make sure that they're aware of the mixed status



1 family issues that were really pervasive. And I

2 think that we have such a great hurdle in trying to

3 get through a lot of that.

4 But -- But one of the asks that I

5 would have for you -- for you all in terms of how

6 you might want to consider getting involved is maybe

7 if you would consider hosting an open -- kickoff

8 event for open enrollment for November 15th. Or --

9 Or if -- if you don't think that that might be

10 feasible, then supporting an event through the --

11 like helping to amplify when there are events that

12 are being hosted through local community health

13 centers as they are -- they've been extremely

14 helpful in getting that information out. Or posting

15 information on your websites for the Latinos or the

16 students in your universities to get covered. And

17 providing information for those that graduated

18 recently, students or alumni. Or authoring -- We

19 have some drop-in articles that were circulated.

20 And -- And making sure that that gets out under --

21 you know, under your name and your local papers or

22 student papers. Or hosting a call for students.

23 That might be helpful.

24 And then also for Hispanic Heritage

25 Month, we'll be focusing on Latino youth. So we'll



1 be kicking that off on September 15th with -- with a

2 "Born in" -- "Born in 88" Twitter chat. And -- And

3 "Born in 88" is just, you know, to -- for the young

4 adults that were born that year are qualifying this

5 year. They're coming off of their parents'

6 coverage, and they have a special enrollment period

7 to be able to come into the marketplace. So they

8 don't actually have to wait until November 15th, nor

9 do people who get married. So that allows them a

10 special enrollment period. So we have another

11 campaign called "Get Hitched, Get Covered." And

12 then when -- when individuals have a baby too.

13 So I think I'll leave it at that. I

14 know that we're way over our time.

15 CHAIRMAN PADRON: Yeah. Ms. --

16 Ms. Rodriguez, thank you for taking the time to be

17 with us here today.

18 MS. RODRIGUEZ: My pleasure.

19 CHAIRMAN PADRON: I ask the

20 commissioners if you have any questions you would

21 like to direct to her? Commissioner Gandara?

22 MS. GANDARA: Well, you can't say I'm

23 not involved, right?

24 You know, about a year or two before

25 ACA went into effect, I actually did an analysis



1 here in Texas of Texas Latino children and found

2 that 60 -- actually, a little more than 60 percent

3 of Latino children in Texas were uninsured. Just

4 frightening, because a child who has no access to

5 healthcare is not prepared for a good education. So

6 have you tracked on that at all? Has ACA done much?

7 Particularly given that Texas has not opted to

8 expand medicaid, has -- has that number gone down

9 very much in Texas?

10 MS. RODRIGUEZ: So, as I mentioned,

11 some -- some children did come in from the

12 marketplace, but mostly children qualify through the

13 Children's Health Insurance Program, which has been

14 around a little bit longer. So we did -- We did --

15 We are doing a huge emphasis to make sure -- It's

16 actually a different campaign called "Enroll 365."

17 And that's so that people know that medicaid is open

18 all year round. And for CHIP, that's the same case.

19 And so CHIP has definitely decreased the uninsured

20 children even where their parents were undocumented.

21 So we actually had a lot of lessons learned from

22 that, because they did come to the system. They

23 did, you know, get covered. The children did get

24 covered under -- under the CHIP program. I don't

25 have any study on specifically to -- with regard to



1 CHIP and Latinos, but I can -- I can certainly find

2 one and -- and get back to you. That's -- My -- My

3 area's just the general marketplace. But I -- I

4 definitely work with the -- that group as well, and

5 we'll get something on it.


7 Tienda.

8 MS. TIENDA: I'll be brief. I know

9 we're short of time. But we heard about the

10 interagency commissions and all the activities they

11 are coordinating. And we've been focusing a bit on

12 formal education, K-12, the way we're divided. But

13 you've brought out something (inaudible), and that

14 is nonformal education. Knowledge is power. And

15 focusing on that interagency commission, there may

16 be some real opportunities to --

17 Because I don't think we can do

18 advocacy. That's not really what we do. But

19 working through these commissions -- and the idea

20 that knowledge is power and learning is a lifelong

21 proposition. Information is something that always

22 needs to be done. So with the health sciences --

23 and UTSA is second to none, is one of the other

24 centers of excellence -- where -- where this

25 campaign in a state that has the colonias with all



1 these tropical diseases that we thought had been

2 eradicated, showing these big contradictions with

3 the premier health centers and trying to close the

4 gap -- not just an achievement gap, but actually

5 health delivery gap -- could be an important way to

6 put -- showcase Texas as a state that can actually

7 catapult to first place, but it requires strong

8 leadership.

9 MS. RODRIGUEZ: And -- I mean, that's

10 an excellent point. And we -- we do recognize them

11 as the -- Our demographics are aging. And the

12 Latino -- Latino demographics are 27 years old. I

13 mean, there's a great -- There's a great fit there

14 for them to train -- go into the -- into nursing,

15 our, you know, personal -- becoming personal

16 assistants and -- and the whole realm.

17 Now, I wanted to make sure that --

18 that you all knew about -- Through HRSA -- HRSA, the

19 Health Resources Services Administrations, we do

20 offer college reimbursement, tuition reimbursement

21 for those who go into nursing and med school as

22 well. And it's like -- You know, they -- they are

23 open, and they take applications at least like

24 once -- at least once a year. I know sometimes I've

25 seen them go, like, twice a year. It just depends



1 on the their funding.

2 But -- But that -- that, as a part of

3 the requirement, they have to go into underserved

4 communities. And many of them, after they're done

5 with their two-year commitment, they actually wind

6 up staying. So that's super helpful to help with

7 the underserved communities and also to provide

8 that -- Like if a Latino's going into that and

9 they're offering the bilingual, you know, component,

10 bicultural component, then they understand -- that's

11 like the optimal way to serve individuals. And I

12 think that we need to make sure that everyone's

13 aware of that and push that out some more.

14 CHAIRMAN PADRON: Anyone else? If

15 not, we're going to take a break of 12 minutes.

16 Please be back by 11:30, and we'll continue with the

17 report from the subcommittees.

18 (Off the record, 11:18 to 11:35.)

19 CHAIRMAN PADRON: Okay. So we're

20 moving to that part of the agenda where we will have

21 subcommittee presentations. We're going to start

22 with the Early Learning Subcommittee. And I

23 understand that Sylvia and Adrian are going to take

24 charge.

25 MS. ACEVEDO: Great. All right.



1 Thank you. And it's a real pleasure to be able to

2 report out on the Early Childhood Committee. We got

3 some great feedback after our summit last year. And

4 in California, they had a statewide conference on

5 early learning. And I was pleased to be part of it.

6 But also, perhaps more importantly, Shakira tweeted

7 all week and generated a tremendous buzz. And what

8 was amazing is she was dropping an album that week.

9 And even though she was dropping an album, she made

10 sure that four of the five days she had "Early

11 Learning" highlighted in her tweets. So that was --

12 her reach is in the millions, and so that was just

13 amazing.

14 Additionally today, we're really

15 happy, because here in San Antonio, we're going to

16 have an Early Childhood Roundtable. And, you know,

17 it has just been amazing. I used to live in Austin.

18 And at -- over 12 years ago, Austin and San Antonio

19 were about the same in terms of the number of kids

20 they covered in early childhood. But then I saw the

21 San Antonio community come together and put together

22 a plan and execute the plan. And now, early

23 learning is a top priority in the San Antonio

24 community. And as a result of that great work here

25 in San Antonio, they've been able to continue to



1 grow. I think they recently passed a sales tax.

2 But that was based on the decades-long work that

3 that community has done.

4 And so today, after the commission

5 meeting, we're hosting a roundtable of those

6 business and community leaders who are going to tell

7 us what steps did they take to make that a reality.

8 And we're also commissioning a White Paper. Because

9 one of the things that we've learned in our summit

10 is that since the Latino population has exploded in

11 the United States, there isn't a lot of research,

12 there isn't a lot of documentation about our

13 community, and what are some of the effective and

14 best practices. So we're going to do that for the

15 roundtable.

16 But also -- as they say, "Imitation

17 is the most sincere form of flattery" -- we're

18 really going to take a page from the Higher Ed

19 Subcommittee and a have a symposium next spring

20 where we're going to ask for research papers again

21 to augment and to add onto that incredible body of

22 knowledge.

23 So before I hand it over to Adrian, I

24 also want to mention on our committee is Nancy, Mo,

25 Maria representing Shakira. And now I would like to



1 turn it over to Adrian.

2 MR. PEDROZA: Thank you, Sylvia, for

3 your leadership on the Early Learning Subcommittee.

4 As Sylvia said, it really is about

5 building this -- this national movement around the

6 importance of early learning for our communities.

7 And I was fortunate to be a part of the Los Angeles

8 Universal Pre-K, the Nation -- what was it called --

9 Preschool Nation Summit in New York City. And so

10 the effort was really about connecting the

11 Los Angeles efforts across the country in New York

12 City. And we were fortunate to hear about

13 Mayor de Blasio's initiative around making preschool

14 universally accessible to the residents, to families

15 there in New York City.

16 And what was exciting about this --

17 this Preschool Nation Summit was that we -- it was

18 building upon what we feel we were a big part of, a

19 sparking with our summit, early learning summit in

20 Miami that many of y'all participated in. And in

21 fact, I think a lot of commissioners are remembered

22 being videotaped there by the LAUP group by

23 Preschool Nation. And they premiered that video

24 there that showed many of you speaking about the

25 importance of early learning. And Celia Ayala, the



1 CEO of LAUP, recognized the White House Initiative

2 in her opening remarks for helping to spark this

3 Preschool Nation effort.

4 And so it really is about creating a

5 ripple effect, right, as we -- as we talk about the

6 importance of early learning. At every venue, every

7 opportunity we get across -- across the country, we

8 create ripple effects, and -- and -- and different

9 efforts come about from events like what we had in

10 Miami.

11 At the summit, I was able to be a

12 part of a panel. Also, Suzanne Immerman covered

13 much of the administration's priorities around early

14 learning, including the Race to the Top Early

15 Learning Challenge, the Preschool Development

16 Grants, Home Visiting and Strong Start Act. So we

17 really got to highlight the administration's

18 priorities around early learning and also talk about

19 what we need to be doing at our state level, how we

20 need to make sure that we are starting to invest

21 state by state in early learning. And so we're

22 seeing this wave across the country of

23 municipalities, of counties, of states making

24 significant bold investments in early learning.

25 And so as the administration is



1 really elevating the conversation about the

2 importance of bold, of a 75-billion-dollar

3 investment. He's also challenging -- The

4 President's also challenging us state by state to

5 make those bold investments. And so it's exciting

6 that we are having these conversations. In

7 New Mexico, certainly, I always have to talk about

8 our bold initiative to create over $150 million of

9 investments -- (inaudible)investments in early

10 learning that we work at our state level to try to

11 push through our state legislature. And each year,

12 we get closer. And I believe when Mayor de Blasio

13 -- when he spoke in New York City about being

14 relentless in his efforts, I think that's a message

15 that we all have to take with us, that we have to be

16 relentless in our efforts to talk about the

17 importance of early childhood.

18 There was a panelist that talked

19 about this being a civil rights issue, that access

20 to quality early learning for our families, for

21 Latino families is a civil rights issue of our time.

22 And so I think that's a challenge to all of us, not

23 only on the commission but to communities across the

24 states, that if we are believing that this is a

25 civil rights issue, then we need to be bold and act



1 with urgency as we push for -- for funding for early

2 childhood services.

3 So with that, thank you, Sylvia.

4 MS. ACEVEDO: Thank you very much,

5 Adrian.

6 And I'd also like to mention that

7 Manny Sanchez, who's graciously offered to host our

8 early childhood symposium in Chicago after the

9 winter, in spring sometime --

10 MR. SANCHEZ: In the spring.

11 (Laughter.)

12 CHAIRMAN PADRON: Okay. Any comments

13 or questions?

14 MS. ACEVEDO: Patricia.

15 MS. GANDARA: Sylvia. Oh, you're

16 surprised I would mention something --

17 I don't know if you've seen it, and I

18 know we have some ATS people in the audience too,

19 but there's a new, really nice piece done by Deborah

20 Ackerman on early childhood and Latinos and what are

21 best practices and what is known as the big

22 synthesis of the research. So I want to put you

23 guys in touch with that. Because I'm not even sure

24 it's fully published yet, but it's -- it's coming

25 out momentarily.



1 MS. ACEVEDO: That's wonderful. We

2 realize that there just really needs -- there's a

3 dearth of great research that is focused on the

4 Latino population and we want to augment that. But

5 also knowing what exists is great too, so thank you.

6 Alfredo.

7 MR. ARTILES: Dina Castro is hosting

8 a conference in DC in October with Gene Garcia,

9 releasing the results of a multi-year center that he

10 led in North Carolina on English learners and

11 Latinos in early learning stages. So I think

12 they're going to be releasing a number of reports in

13 addition to a couple of books. I can put this --

14 MS. ACEVEDO: That'd be great.

15 MR. ARTILES: -- for the subcommittee

16 to get in touch with you, and they will be happy to

17 share that knowledge.

18 MS. ACEVEDO: That's wonderful.

19 Thank you very much. I appreciate that.

20 CHAIRMAN PADRON: Lisette.

21 MS. NIEVES: First of all,

22 congratulations on the progress, to you and the

23 committee. I would add that the Center for Hispanic

24 Children and Families just did a report on early

25 childhood in looking at culturally relevant



1 approaches as De Blasio rolled out his universal

2 pre-K. And she was one of the key, kind of, folks

3 that really helped train teachers. So I want to

4 make sure you get a copy of that, because I think

5 that would be valuable as well.

6 MS. ACEVEDO: Yeah. All of this is

7 really important. One of the things that we

8 discovered when we did the national summit, there

9 are parts of the country that have very little

10 experience in understanding how to reach Latino

11 populations, like in Arkansas, Alabama, Georgia and

12 others. So all this is research body will really

13 help them, and best practices will help those

14 communities more rapidly integrate the population.

15 So this is all great, so thank you very much.

16 Anything else? Adrian.

17 MR. PEDROZA: Can I just add on that

18 note, that definitely the Early Learning

19 Subcommittee recognizes that family engagement is a

20 big part and should be central to early learning,

21 especially when you look at our Latino families.

22 And I know AVANCE'S well represented here with

23 Mr. Richard Noriega. And AVANCE as well as

24 (Spanish) and other parent engagement curriculums

25 and programs were talked about at this Preschool



1 Nation Summit as being central to our work with

2 Latino families around pre-K and early childhood.

3 MS. ACEVEDO: Thank you.

4 CHAIRMAN PADRON: Any other comments

5 or questions?

6 Okay. So we're going to move to the

7 K -- K-12 Education Subcommittee. Dr. Gandara.

8 MS. GANDARA: Thank you. I'm

9 representing Dan Cardinali today also, who I know we

10 all miss, but he couldn't be here, and he cochairs.

11 I'll try to be brief.

12 So the K-12 committee has had two

13 major (inaudible). And one of those is the

14 Integrated Student Services for which we had a forum

15 last spring in Los Angeles. And as a follow-up to

16 that, we have been attempting to organize a meeting

17 that would be hosted by Roberto Rodriguez from the

18 White House to explore the ways that we can further

19 move the agenda with concrete actions and involving

20 the private sector. And we are in the midst of that

21 right now -- unless there's any update, Alejandra.

22 Okay.

23 Also, I wanted to remind people or

24 point out that at that forum, there was the release

25 of child trends report on Integrated Student



1 Services that is sort of up to the minute, what

2 does -- what does the research say about Integrated

3 Student Services and with a particular emphasis on

4 Latino students and -- and education. And that is

5 available to anyone who wants it at

6 childtrends.org/issreport/. So we will continue to

7 keep both the committee and the commission apprised

8 of further efforts in that regard.

9 So the second focus of the group

10 has -- of the committee has been on teacher

11 recruitment on this major initiative, which we heard

12 some from Marco Davis about a little earlier. I do

13 want to point out, however, that there are three

14 prongs to this initiative. We basically have

15 touched the first, which is kind of teacher

16 recognition to raise the profile. But the other two

17 prongs, which we now really need to begin moving

18 forward with are helping -- encouraging young people

19 and helping them find the pathway to teacher

20 education and exploring and -- exploring ways for

21 them to actually pay for this.

22 And so the -- the (inaudible) report

23 talks about this in broad terms, but we will be

24 discussing these things in the committee this

25 afternoon. And so much of what I would have to say



1 is really going to be dealt with in committee. So

2 we invite everybody to join us at that in which

3 we'll -- with respect to teacher recognition, we

4 will be discussing efforts with teach.org but also

5 Hispanic Heritage Foundation where we may -- we may

6 decide to do a partnership around the recognition

7 issues. We -- We need input on that.

8 With respect to teacher recruitment,

9 we had a webinar, which was listed up there, but I

10 just want to give sort of a shout out here to UTSA,

11 because Belinda Flores from the campus here was one

12 of the people who ran that with Christina Alfaro

13 from San Diego State. Very informative, really

14 nice, and I look forward to having a little summary

15 of that too.

16 Out of that comes the -- This was on

17 August 20th. Out of that comes the idea that we

18 could consider doing a policy paper within the

19 committee on proven strategies for teacher

20 recruitment. And that will be discussed in

21 committee.

22 Third, with respect to ways to pay

23 for the preparation required to become a teacher,

24 which we know is a significant barrier for many

25 Latinos, we do want to discuss either policy paper



1 or this being part of another policy paper on

2 resources for becoming a teacher. And one of the

3 areas we would particularly like to point out is

4 that up until the year 2000, we had Title VII

5 federal grants to support teacher preparation and to

6 support individuals who would go into becoming

7 faculty to provide -- to do teacher preparation, and

8 those disappeared. So there is a history of the

9 federal government being involved in this, and we

10 think it's time to raise that conversation again.

11 Another idea that had been floated,

12 which we would like to float again in the committee,

13 is the idea that -- that there -- a pathway to

14 citizenship could be through becoming a teacher or

15 preparing to become a teacher among these Dreamers.

16 These are ways to think synergistically about

17 policies that could be very positive for our

18 community.

19 I also want to raise that the

20 committee in a previous meeting felt very strongly

21 about proposing to the full commission that we make

22 a statement about the terrible toll that the broken

23 immigration system is having on Latino children and

24 their education. And we all jointly crafted a

25 statement. At about the point I think it was going



1 to be posted, the issue of the unaccompanied minors

2 hit, complicating things somewhat. It's probably

3 reasonable to think about having some discussion if

4 we find the time in the committee about the

5 unaccompanied minor situation, where we stand on

6 this and how this affects education of young

7 Latinos.

8 And then another issue that I think

9 would be great to discuss across the commission, but

10 certainly I want to raise in the K-12 committee is

11 the dissemination of materials in such a way that we

12 get greater penetration. We're actually generating

13 some really terrific stuff from the initiative as

14 well as individual commissioners. And my concern is

15 that we're not -- we haven't found perhaps the very

16 best ways or as maximally effective ways as possible

17 to get the information disseminated.

18 So along those lines, I want to take,

19 like, two minutes of my time to do a little

20 dissemination here. Lilly's book, which she pointed

21 out to us -- I'm sure many people would be

22 interested in. Lilly, we need you to let us know

23 how we get it. Okay? So can you get that

24 information out about how we get it?

25 MS. GARCIA: Do you want me to just



1 say it, or do you want me to send you that stuff?

2 CHAIRMAN PADRON: I think it would be

3 better, because there are some people that are not

4 here, that you e-mail it to all of us so we would

5 have it available. And the ones who are not here

6 will be able to also benefit from it.

7 MS. GARCIA: Thank you.

8 MS. GANDARA: Monica Martinez has

9 also just released a book called "Deeper Learning,"

10 how eight innovative public schools are transforming

11 education in the 21st century. Monica has a couple

12 of copies which she could pass around that people

13 can take a look at.

14 But it is important to know that

15 these things are coming out, and they're coming out

16 from folks who are working here, who are with us.

17 We are going to do -- Tomorrow evening, here at

18 UTSA, we are going to do a book presentation, which

19 is also being supported by our president of UTSA,

20 entitled "The Bilingual Advantage." That's coming

21 out in two weeks. And the subtitle of it is

22 "Language Literacy and the U.S. Labor Market."

23 Just to tantalize any of you who

24 might still be here and want to come -- It's

25 obviously free, and I have a couple of fliers here



1 about it. But just to tantalize you a little bit,

2 until this set of research studies that were just

3 completed, education economists have consistently

4 found that bilingualism does not pay in the U.S.

5 labor market, that a monolingual individual and a

6 bilingual individual in the same job, the

7 monolingual makes more money. That sounds very

8 counterintuitive, but it gives you an idea about why

9 it is so important that we have new research that

10 looks at a new era and young people coming out into

11 the labor market now. So we will be doing that.

12 And then I wanted to also remind

13 people that Eva Longoria partnered with us in the

14 Civil Rights Project to do a report and a really

15 attractive, very engaging video called "Making

16 Education Work for Latinas." Not the Latinos, but

17 the Latinas, this way. And it is up at the website,

18 can be accessed. And it's a wonderful entree for

19 any of you wanting to engage this topic, because

20 it's -- it's a well-made video piece that can start

21 the conversation going about what do we need to do

22 for Latinas. And I just want to make sure those

23 resources are out there and people know that you can

24 access that. So we'll have a lot to talk about in

25 the K-12 Committee this afternoon.



1 CHAIRMAN PADRON: Thank you,

2 Dr. Gandara.

3 Any questions or comments?

4 Okay. We're going to move to the

5 last subcommittee, the Postsecondary Education

6 Subcommittee. And Luis Fraga and Lisette Nieves

7 will take charge.

8 MR. FRAGA: Thank you very much,

9 Mr. Chairman. I'll start and then pass it on to

10 Lisette.

11 As many of you know, in August of

12 2012, our Postsecondary Education Subcommittee

13 organized a major symposium at USC, entitled

14 "Enriching America through the 21st Century,

15 Increasing Latino Postsecondary Completion." We

16 focused on three areas, postsecondary education and

17 Latino's access and financial aid, where three

18 members of the University of Texas San Antonio

19 faculty presented an excellent essay all from their

20 Department of Education, "Increasing Academic

21 Competence and Empowering Latino Families."

22 All of the essays that we

23 commissioned became immediately available on the

24 White House Initiative website as well as 18

25 specific policy recommendations that we derived from



1 those essays, two immediate, two medium term and two

2 long term, in each -- six went in each of those

3 three areas.

4 For 2014, we decided that we would

5 hold another symposium, which we did in June of 2014

6 in New York City. And it was entitled

7 "Postsecondary Access and Completion For All Latinas

8 and Latinos in America's Future." We again decided

9 to use the same logic that we did in our first

10 symposium, to identify three new policy domains that

11 we would focus upon. To remind you, that logic was,

12 one, that the area be -- that the area have rich

13 evidence-based research to guide innovation and

14 creativity; two, that the area allow for a vertical

15 and horizontal scalable policy proposals at

16 institutional, local, state and national levels to

17 leverage innovation and creativity; and three, that

18 the policy and politics, if you will, in the area be

19 movable to facilitate bipartisan coalitions of

20 support for policy change.

21 Based on those three criteria, we

22 focused, in our second symposium in June, on, one,

23 moving to the center of the postsecondary education

24 landscape a focus on two-year institutions where, in

25 fact, most Latina and Latino students are enrolled;



1 two, workforce development with a logic of

2 understanding that early engagement and

3 understanding workforce development promotes success

4 both in education and in access to the workforce;

5 and three, the soon to be, I think, formally

6 proposed -- unless I missed it, I don't think it's

7 been formally proposed yet -- the College University

8 Rating System and the way in which the College

9 University Rating System is, at least in theory if

10 not in practice, designed to promote both

11 accountability and accessibility for Latino

12 students. Again, in theory. With all the

13 challenges associated with it, we wanted to get out

14 in front and say: Well, what are the issues, what

15 are the challenges, and how do we address that?

16 We again commissioned three essays

17 from education scholars with expertise in these

18 areas. We again followed the same logic that we had

19 in the first symposium of having these essays

20 assessed, not by other scholars but rather by policy

21 advocates and education practitioners.

22 One of the essays, the one on the

23 College University Rating System, was written by

24 another University of Texas San Antonio family

25 member, Andrea Nunez, who did a wonderful job on



1 that essay.

2 The reason for having the policy

3 advocates and practitioners respond to the essays is

4 to promote the sort of dialogue that rarely happens

5 in education circles where researchers engage

6 directly with people who are doing the hard work of

7 trying to get legislation passed and who are

8 actually running education programs and balancing

9 budgets. And we had a tremendously rich discussion

10 there as well.

11 To talk more about the nature of our

12 June meeting and our June symposium -- and I want to

13 publicly thank Lisette Nieves for all of the work

14 that she did mobilizing an incredible network of

15 people, of stakeholders in the education arena in

16 New York and in the northeast region generally --

17 Lisette Nieves will talk in a bit more detail about

18 that particular symposium.

19 MS. NIEVES: Thanks, Luis.

20 We were happy to host it in that

21 small town of eight and a half million people in

22 New York City. (Laughter.) And I think the reason

23 why we wanted to also do it is that we were on the

24 west coast for the first symposium, we wanted to be

25 on the east coast for the second symposium. The



1 third symposium, we would love to be in the midwest

2 or the southwest. I just want to put that there

3 first -- out there.

4 The regional differences, the

5 sub-ethnic data, all of that's so important for us

6 to understand when we talk about Latinos. And I

7 want to say a little bit about, first of all, who

8 sponsored it. We were fortunate to have the Edwin

9 Gould Foundation provide support for it. The City

10 University of New York provided enormous support.

11 And we were using the Roosevelt's town home

12 residence to host the event where he actually did

13 his first presidential inaugural address. So it was

14 pretty powerful when you think about opportunity.

15 And then the third was the UNO Foundation as well as

16 some others. So I want to make sure that we

17 recognize them. Because so much of this work has to

18 be a collaborative across, and so those sponsors

19 stepped up quite ably.

20 The second thing is the approach that

21 we chose. I think the approach that's pretty

22 important for us is that we often talk maybe

23 sometimes in these circles that we kind of know what

24 other people are writing and doing. And the truth

25 is that people who are doing the work do not get to



1 sit across researchers. They don't. Right?

2 Implementation, quality implementation and forums,

3 what I would say, quality academic research as well.

4 And if we stay isolated, we really can't move the

5 needle on seeing kind of persistence and

6 continuation in higher ed.

7 So we are really proud that we had a

8 hundred people in attendance over the two days. And

9 they were a mix of providers from many K-12

10 providers to higher ed. Again, we may function in

11 silos, but the rest of the world doesn't necessarily

12 agree with those silos if they're working with the

13 whole Latino family.

14 The second thing that -- The third

15 thing I think is pretty significant about it, that

16 we have a student voice at every part, at every

17 transition. And that's critical. And what does it

18 mean to curate student voice so that it's not just

19 "Please get up and tell your story." I think that's

20 not -- that can be a positive or a negative. It's

21 about being very deliberate about curating that

22 voice.

23 What are the narratives that we know

24 make up the Latino, as we say, educational voice.

25 So we had four young adults, older-returning Latino



1 with two children, fastest growing population at the

2 City University of New York as one voice.

3 (Inaudible), young adult, who was consuming higher

4 ed through an alternative program, now successful on

5 Wall Street, as another voice. A young person, who

6 is a DACA recipient and someone who's about to be

7 looking at graduate school. And another person, who

8 has just finished her master's in bilingual ed

9 certification and had done her first year of

10 teaching and has been rehired as a teacher in the

11 public school system, talking about what it meant to

12 get through school, to persist, but more

13 importantly, what it meant to be under-supported and

14 serving Latino students back in the community.

15 And so each of those narratives were

16 woven through and, I think, anchored the discussion

17 to made it -- to make it that much more realistic.

18 I want to thank the commission, all of your support

19 was there. Alex and your team were great. We were

20 able to be able to put all of this on YouTube. Some

21 sessions might be a little bit more for bedtime

22 reading -- I'm just joking. No. But particular

23 student's speeches and the narratives I think are

24 enormously valuable.

25 The other thing that was, I think,



1 critical in the approach was, we were able to have

2 the newly appointed chancellor for The City

3 University of New York give an address there, which

4 is important. When you're first coming out

5 (inaudible) event for Latinos, you understand that

6 that's a significant population for you, which

7 allows me to then apply my pressure afterwards.

8 And then we also had the first

9 speaking engagement by our Under Secretary for

10 higher education there as well, Ted Mitchell, which

11 we were fortunate to do that. So all of that came

12 together.

13 And the next steps include collecting

14 final drafts from the three domains. I think that's

15 important. And to know that -- I think, Marta, you

16 had said, "To what end do we use some of these?"

17 And I think when you have practitioners in the room

18 who are calling you right afterwards and saying, "I

19 have never seen wage data collected to -- connected

20 to certificates and connected to bachelor's degree

21 recipients for Latinos ever before" -- And they're

22 right. Dr. Cardinali did that for us for the first

23 time. We had research that had not been done

24 before. We were really proud of that. And they're

25 using that in their grant proposals, how they



1 describe -- describe and discuss their work. So I

2 want to say that practitioners are hungry for this,

3 but more importantly, that researchers are hungry to

4 connect to people who care about their work as well.

5 So we are collecting the final drafts

6 from the three domains. We're looking forward to

7 get those. Luis and I thank you all for all those

8 who are on the higher ed committee. If you could

9 throw your hands up so everyone sees them. Yea.

10 Milly Garcia -- Dr. Garcia was also a respondent,

11 and we thank her for that too. If we could -- We'll

12 all be working together to make sure that the

13 revised papers match to the short-term, medium-term

14 and long-term policy recommendations that we have.

15 The last thing I think that I want to

16 end with is just that when we're thinking about next

17 steps or thinking about other work that we could do

18 on the higher ed committee, we may literally be

19 looking in our smaller group talking about these

20 domains a little bit more, weaving in a little bit

21 more particularly around technology, we've been

22 talking about that, and other bits like that.

23 But in all, I just want to thank

24 everybody who was there. It was unbelievably

25 exciting. We did not have mariachis. I'm sorry.



1 But -- But what we did have was a group of people, I

2 think, who forever think about the work that they do

3 in a very deliberate way now linked to research. So

4 thank you.

5 CHAIRMAN PADRON: Lisette and Luis,

6 thank you for such an upstanding job. People that I

7 don't even know, when they find out that I'm

8 connected to the commission, they tell me what a

9 wonderful job you guys did, you and the rest of the

10 committee.

11 We have a time issue. So what I'm

12 going to suggest is that -- Before the public

13 comment, we're going to have a little time to refer

14 to these committee reports. But we have a special

15 guest at 1:15, and that's time certain, Congressman

16 Joaquin Castro, who kindly agreed to come and make

17 remarks. So we cannot be late for that. And our

18 lunch is not in this building, so we have to do some

19 walking. And we'll have not enough time for lunch,

20 so let's start moving there, that's my suggestion,

21 so we can all have something to eat and be back in

22 time for 1:15. So I'm going to adjourn the meeting

23 right now until 1:15, and we'll be back for that.

24 (Recess from 12:05 to 1:12.)

25 CHAIRMAN PADRON: Okay. Now that



1 we're all here, let's begin the second part of our

2 meeting today.

3 This afternoon, we're really

4 privileged to count on the presence of a great

5 friend, a great American leader, who has been able

6 to take the time to be with us for a few minutes

7 today and make some remarks. But to introduce him,

8 I'd like to give the privilege to our commissioner,

9 Luis Fraga. He has a special meaning to feel proud

10 of this young man here. And Luis will tell you why

11 he feels specially proud to be able to do this.

12 MR. FRAGA: Thank you very much,

13 Mr. Chairman.

14 I have the -- and I think Joaquin is

15 getting used to this -- the high honor and distinct

16 privilege of introducing Congressman Joaquin Castro.

17 Joaquin was a student of mine when I was at --

18 (Applause.)

19 MR. FRAGA: -- and despite being a

20 student... (Laughter.)

21 I first met Joaquin, I believe it was

22 in the fall of 1993, when he was a sophomore at

23 Stanford University. And he and his brother,

24 Julian, were students in my urban politics and

25 policy class at Stanford University. And they have



1 been very gracious -- and Joaquin has always been

2 very gracious -- in allowing me to continue to be

3 part of their lives and to be there at a number of

4 their incredible successes in the course of their

5 leadership and advancement in the United States.

6 If I may, it was very clear from day

7 one that Joaquin was different and his brother was

8 different than many other students at the

9 university. They had a sense of politics and a

10 sense of responsibility that was -- that

11 demonstrated a maturity that was far, far beyond

12 their actual years. They always had this sense of

13 understanding things more deeply than many other

14 students in the class.

15 There was, among the most distinctive

16 parts of their character, this groundedness, this

17 rootedness in their home community of San Antonio.

18 When I would ask them what they planned to do in

19 their lives, they -- you know, of course they

20 planned to go to law school. Joaquin graduated from

21 Stanford in 1996. That's when they went to Harvard

22 Law School in 2000. When I would talk to them early

23 on, they said, "Well, you know, wherever we wind up

24 for our advanced education, we're going to go back

25 to San Antonio. San Antonio is home. San Antonio



1 is where we're rooted."

2 But the greater rootedness that I

3 always saw in Joaquin was that there was, I think, a

4 principled resolve to take whatever opportunity he

5 would have to serve his community -- and he defines

6 community in different ways -- to serve his

7 community as best he possibly could. There was a

8 sense of commitment to giving back, a sense of

9 commitment to helping those who still needed help

10 that was overwhelmingly impressive, and frankly, for

11 me, and I think for many who meet him, motivation.

12 When he was elected to the Texas

13 State Legislature where he served five terms, he

14 served as chair -- vice-chair, I believe, of the

15 Higher Education Committee, where one story, he may

16 not remember, he told me about a very delicate

17 negotiation he was proud of regarding modifications

18 in Texas's 10 Percent Plan and was critical in

19 making sure that that plan continued to serve the

20 needs of first-generation college students and did

21 not devolve into something that was much less the

22 case.

23 He was also the democratic floor

24 leader in the Texas House. I can't imagine how

25 difficult a job that must be to be the democratic



1 floor leader in the Texas House. But very quickly

2 earned the reputation for working just as well with

3 republicans as the democrats and trying when it was

4 possible to make progress in areas like mental

5 health, teen pregnancy and juvenile justice, areas

6 that we know serve our Latino communities very well.

7 He is now, as a member of Congress, a

8 member of the House Armed Services Committee and the

9 House Foreign Affairs Committee. Clearly, there is

10 foreign policy in his future and very much, I think,

11 a place where there is a need for reasoned voice in

12 helping us think through our responsibilities in

13 areas of foreign affairs. His focus on building

14 infrastructures of opportunity here in the city, his

15 focus on San Antonio Reads, his focus on the

16 National College Advising Corps, his work on the

17 National Association of Latino Elected and Appointed

18 Officials all point to someone who is not just going

19 to be the regular congressmen, but someone who is

20 going to give back to the community.

21 It's hard for me to explain what it

22 means to see the type of success that one of your

23 students has to do things that few people have the

24 opportunity to do. It 's even harder to explain

25 what it means to see them do it with such



1 commitment, such responsibility, such care and such

2 a great sense of (Spanish). So please join me in

3 welcoming Congressman Joaquin Castro.

4 (Applause.)

5 CONGRESSMAN CASTRO: Thank you,

6 Professor (laughter), very much for that

7 introduction. It was wonderful -- wonderful to have

8 you here. And I was excited when I saw your name on

9 the list of attendees. You know, it makes me wonder

10 where 20 years goes for all of us. But thank you

11 for that, for being such an incredible mentor and

12 somebody who's always been a champion of my brother

13 and myself. We thank you very much.

14 Thank you to Dr. Padron and all the

15 commission members for taking time to be here with

16 us in San Antonio and also for being part of this

17 initiative to make improvements in Latino academic

18 achievement, in public education and also in higher

19 education.

20 During my five terms with the Texas

21 Legislature, I served as Vice Chair of the Higher

22 Education Committee and have remained involved in

23 higher education and public education issues in

24 Congress.

25 San Antonio, I should add, is a very



1 appropriate place for the commission to visit. This

2 is a place, in San Antonio and in Texas, that has

3 been a laboratory -- laboratory of ideas and

4 activism over the years when it comes to Latinos in

5 higher ed. This is the place where a group of

6 parents banded together to challenge the school

7 finance system that for so long was unequal and

8 hurtful to minority communities in many communities

9 throughout the United States. The parents of the

10 Edgewood District, which I'm proud to represent,

11 where I started school, where my dad taught for 26

12 years, came together, and their case made it all the

13 way to the supreme court, as they say. And when

14 they failed there by one vote, I took that challenge

15 to the state courts, and that started a trend

16 throughout our nation that has led to more equal

17 school financing. And we're very proud of that here

18 in San Antonio.

19 There are also other landmark groups,

20 like HACU, Hispanic Association of Colleges and

21 Universities, that started in San Antonio, the IDRA,

22 a think tank on education policy, and many other

23 wonderful things that have come out of here.

24 More recently, locally, we focused

25 our efforts on early childhood learning. And so



1 San Antonio, as you probably heard by this point in

2 the day, in 2012, the voters of our city approved a

3 one-eighth cent sales tax to make San Antonio the

4 city that has the most comprehensive prekinder --

5 prekindergarten education program for its people.

6 As you know, that's very meaningful for the people

7 of San Antonio, for its community and for our future

8 prospects.

9 Under my brother's leadership as

10 mayor, we also formed a one-stop center called "Cafe

11 College" where students could go for anything they

12 needed related to college access, affordability and

13 planning. And that has become a model for other

14 cities throughout the nation as well.

15 So we focused on both Pre-K education

16 and public education in the secondary years but also

17 on our college years. And I wanted to go over, you

18 know, kind of some of the highlights. I know -- I

19 know that you guys have a busy schedule, and I'm

20 beset by allergies today, and so I'll make my time

21 quick here. But I want to speak about a few -- few

22 things that I see as particularly impactful but also

23 some of the gaps that I see in our education system

24 as it relates to Latinos and really all American

25 communities today.



1 And first, let me frame it for a

2 second. And Luis mentioned my overarching

3 philosophy, which is what we -- what I think

4 fundamentally we are trying to accomplish, which is

5 building an infrastructure of opportunity for

6 Americans, and -- and that includes Latino

7 communities.

8 And so the way I lay it out is this:

9 Just as there is an infrastructure for

10 transportation in America, a system of roads and

11 streets and highways that enables each of us to get

12 to where we want to go on the road, the beauty of

13 this country is that together we have built up an

14 infrastructure of opportunity, a system of great

15 schools and universities, a strong healthcare system

16 and an economy that's built around well-paid jobs so

17 that people can get to where they want to go in

18 life. And we know that education is the surest path

19 to success. It is that cornerstone of the

20 infrastructure of opportunity.

21 Now, over the years in our

22 communities, we face many challenges in building up

23 that infrastructure of opportunity. Some of those

24 challenges have literally been physical. For

25 example, for many years in South Texas, all the way



1 between San Antonio and the Rio Grande Valley, you

2 could not get a law degree. You still can't get a

3 law degree in Texas anywhere south of San Antonio.

4 You still can't get a medical degree anywhere in --

5 anywhere south of San Antonio in Texas. That's

6 changing in a few years as a medical school's being

7 developed in the Rio Grande Valley.

8 Until in the 1980s, you could not

9 get -- I think it was in the late 1980s -- you could

10 not get a doctoral degree in the Valley. And

11 perhaps in San Antonio, there were only a handful of

12 doctoral programs. So in a very literal sense, in

13 many Latino communities -- and using South Texas is

14 one example -- there is a physical infrastructure of

15 opportunity missing in our community. But that

16 infrastructure of opportunity is not just physical,

17 it's not just bricks and mortar; it's also about the

18 programs and the approaches that we take to

19 improving education.

20 And so, you know, here's what I'd

21 like to talk about, just some of the gaps that I see

22 in what we're doing. You know, as I did my work on

23 the Higher Education Committee, what I found was

24 that most of the challenges that we face -- And I

25 know that the knowledge here on this committee is



1 vast. And so, you know, you too, I'm sure, have

2 come to many of these conclusions, but I offer these

3 only as my reflections. That many of the challenges

4 that we faced in a large state like Texas with a

5 Latino population that is nearing 40 percent now and

6 will -- will go above 50 percent in the next few

7 decades, is many of the challenges that we face have

8 been solved in some jurisdiction somewhere. Many of

9 those have been solved in some jurisdiction

10 somewhere, but no jurisdiction has solved all of the

11 challenges that we face. And the problem is that

12 there is a lack of communication.

13 So the way I put it, the problem is

14 not the only problem. Right? You face a challenge

15 first, but then once it has been solved somewhere,

16 there is an equal or greater challenge in scaling

17 whatever that solution is. Right? And we have

18 done, I think -- And I'll speak only to the

19 experience in San Antonio and in Texas. We have not

20 been as aggressive, I think, as we could be in

21 spreading the successful approaches that we have

22 found, which is why I'm heartened by the work that

23 you're doing is visiting different locales and

24 taking in testimony but also reviewing the work of

25 different jurisdiction to figure out what is working



1 to improve Latino outcomes. Because as I said, I

2 think fundamentally, most of the challenges we face

3 have been solved in some jurisdiction somewhere.

4 And I see your work as instrumental in helping to

5 scale and -- you know, scale up those programs.

6 In public education, here's one of

7 them that I never got a chance to work on. And if

8 it exists somewhere and you've heard of it, then I'm

9 grateful for that, and I hope that you will expand

10 it out to the rest of the nation.

11 But I thought what was lacking was,

12 we would discuss education issues in the

13 legislature, is that, you know -- So at the

14 beginning of every legislative session, we would

15 bring in folks from the TEA and, you know, the

16 higher ed board and everything, the universities.

17 And they would talk about what they were doing and

18 the different programs that they were working on,

19 how they were serving their students, for example.

20 But I noticed that when it was --

21 when we got to the K-12 years, there were schools --

22 many -- these services at many schools vary. And

23 I'm not talking about the core services that are

24 included in a public school. Right? You know,

25 every public school has a principal, they have a few



1 guidance counselors, they have their teachers, et

2 cetera. But what we never got a comprehensive

3 picture of, and what I think would be extremely

4 useful in improving outcomes, is almost a DNA map of

5 each school, or at least each high school -- a DNA

6 map of all of the services that are affiliated with

7 that school.

8 So let me give you an example of what

9 I'm speaking of. I'm part -- I stayed on one board

10 when I joined Congress, and that's the Board of the

11 National College Advising Corps. It is an

12 organization -- Can you imagine what Teach For

13 America does in placing recent college graduates in

14 our schools? National College Advising Corps does

15 the same thing except instead of teaching, all they

16 do is college advising. Because I think that's one

17 of the big gaps in our -- in our secondary education

18 system.

19 So my idea is that we create a DNA

20 map that shows you at each high school which

21 services are there, which -- which outside services

22 -- for example, Gear Up, National College Advising

23 Corps, locally Project Stay, organizations that are

24 dealing with all the challenges that our folks face

25 in high school, whether it's teen pregnancy, going



1 to college, dropping out, all of these things -- to

2 get a clear picture of what's going on in each of

3 those high schools. I have not seen any model in

4 Texas or really anywhere else. And like I said, if

5 it exists, please tell me so I can help you spread

6 it. But a model that allows us to look exactly at

7 the DNA map of all of the services for each school.

8 What that would allow us to do is few

9 things. First, it would allow us to figure out

10 redundancies in an era where budgets are tight so

11 that we wouldn't -- we would no longer -- we would

12 understand when we're duplicating efforts. Right?

13 It would also allow us to understand which

14 combination of programs is working in a particular

15 place to solve a particular challenge, whether it's

16 combatting teen pregnancy in high school, combatting

17 dropouts, you know -- So it would allow us to not

18 only eliminate some redundancies and spending on

19 redundancies, but also allow us to identify

20 successes and successful programs in those schools.

21 That is something that in Texas we

22 have not taken on. I regret that we haven't taken

23 it on. I think it would be extremely useful for

24 Texas and for the nation for us to do it. And I

25 would urge you in your work to please consider that



1 idea as you go forward.

2 Also, when we talk about higher ed,

3 you know, I spent most of my time thinking and

4 working on higher education policy. And scaling is

5 one of the big issues we face. But also, with

6 respect to our high schools, we have spent a lot of

7 time over the last few decades assuming that if

8 somebody is college ready that they are going to

9 college. We have essentially assumed that once we

10 can substantively prepare somebody for college that

11 they are then going to go to college without --

12 without, I think, fully understanding that the

13 infrastructures for success in those two missions

14 are separate. Right?

15 So -- So the way I put it, there

16 are -- there are important things that happen

17 outside the classroom but inside the school. Okay?

18 You have to make sure that a student is college

19 ready substantively but also create the

20 infrastructure and support systems so that once that

21 person is substantively ready to go to college, they

22 are actually guided on to college from high school.

23 And in the United States, we have done a very poor

24 job of late in making sure that that's true.

25 We know in Texas, for example, that



1 our high school -- that our student to counselor

2 ratio is 1 to 420. That's why I stayed on the board

3 of National College Advising Corps, because I think

4 that we need to intervene, that students who could

5 be very successful at some of our nation's best

6 universities never even think of applying to those

7 places. And for the Latino community, that means,

8 folks, if you go on to our best state universities,

9 whether it's UT Austin or A&M or California and

10 Berkley, UCLA, never considered going to those

11 places. They never considered going to Princeton or

12 Yale or Harvard.

13 And there is a real gap in the

14 infrastructure that we provide for actually guiding

15 students into school. We shouldn't assume that

16 because somebody is ready to go to college

17 substantively that they are going to go to college

18 or that they're going to go to the college for which

19 they are best qualified. And we have a lot of work,

20 as y'all know, to do in -- in solving that

21 challenge.

22 So making sure that -- you know, that

23 we create that infrastructure, that the colleges are

24 better about receiving our -- our high school

25 students -- You know, we did a lot of work in the



1 legislature around developmental education.

2 Developmental education is the graveyard of higher

3 education. It is where our dreams go to die,

4 essentially. And reforming developmental education

5 so that more folks are able to get through it and to

6 finish their college careers.

7 As for Latinos, you know, you know

8 that also in the last few decades, we've done a lot

9 better job at access than we have about completion.

10 The graduation rate at our col -- some of our

11 colleges in Texas is lower than our high school

12 graduation rates. So we have incredible work to do

13 there.

14 And then the last thing I'll

15 mention -- then if you have any questions, I'd be

16 glad to take them -- you know, there's been a

17 movement afoot lately to expand vocational

18 education. And for many of us, we -- I think that

19 that's generally a good idea. For many of us with a

20 historical perspective, particularly with Latinos

21 and African Americans, of what that used to mean in

22 our communities. Tracking that went on for so many

23 of our folks who were directed into vocational ed

24 rather than directed towards college, it's a bit of

25 a sensitive subject.



1 I do think that there is an

2 opportunity and that we should expand vocational

3 opportunities, because it is a different world than

4 the one that my dad found himself in, you know,

5 years ago when he was at Fox Tech High School in

6 San Antonio, or my mom, you know, when she was at

7 Little Flower Catholic School. There are new

8 opportunities.

9 But one of the best programs in

10 San Antonio is put forward that has also become a

11 great model and that I think could be useful is the

12 Alamo Area Academies. It is -- It is a partnership

13 between our community college system, different

14 industries and our high schools. So essentially,

15 our high school students get paid internships. In

16 the aerospace industry, for example, Boeing is here.

17 Lockheed Martin and other companies. They are

18 taught these -- essentially these -- these high-tech

19 skills, and they are able to then, once they -- once

20 they complete that internship, they have the option

21 of -- of taking a well-paid job and continuing their

22 college education or they can just continue on to

23 college.

24 So it is still very much a voluntary

25 thing where nobody is, you know, trapped against



1 their will, essentially, as was the case in decades

2 past. But it presents an opportunity that I think

3 -- given where our economy is headed and where the

4 technical expertise of our -- of our economy is

5 headed -- I think represents a wonderful program and

6 opportunity for our folks.

7 And so with that, I just want to say,

8 again, I'll take questions if you have them. But

9 thank you. Thank you very much for all the work

10 you're doing. I know what an incredible undertaking

11 this is. And sometimes it seems that as you -- as

12 you get further and further into all of this, the

13 more daunting the challenge seems of solving these

14 problems.

15 But it's through your work, I think,

16 and through the work of many others that we're going

17 to be able to actually move the numbers. And we

18 have to move the numbers, because you know what's at

19 stake. The Latino population is growing in --

20 throughout the United States, will continue to

21 represent an even greater percentage of the American

22 workforce. And so quite literally, the fate of the

23 American economy depends in large part on how

24 successful we are and how successful you are in your

25 mission. Thank y'all very much.



1 (Applause.)

2 CHAIRMAN PADRON: Dr. Romo.

3 DR. ROMO: Okay. I'm just going to

4 thank you for joining us. And several weeks ago

5 when we were in Washington, you were gracious enough

6 to receive us and to come to some of our events, and

7 we appreciate the tremendous work and interest

8 you've had in higher education.

9 And I like the way you framed it in

10 terms of the infrastructure of opportunity. And I'm

11 thinking for our community, we definitely have

12 missing parts to the infrastructure. We have, to

13 some extent, a weakened infrastructure in some

14 areas. In other extents, we have a solid

15 infrastructure, but not a great infrastructure.

16 And so this is what I would like to

17 see us explore. There are universities -- explore

18 this part; and that is, there are universities here

19 that will be the place for our students. No matter

20 -- I don't care if you tell the students -- We have

21 a young student who has got a full ride to Rice.

22 And everybody told her, "Go to Rice." And she said,

23 "I went to visit Rice and actually went to visit

24 UTSA, and I like UTSA better." And so she's going

25 to go to UTSA. And she's going to study physics.



1 And I think she'll be fine. But in some areas,

2 yeah, we're not Rice. And we want to build great

3 educational centers here in our institution.

4 And one thing I want to say about

5 those -- about the schools, no one who builds a

6 university, whether it was Thomas Jefferson,

7 University of Virginia, or Mr. Stanford or

8 Mr. Harvard ever saw a great university. They never

9 lived long enough to see it go very far. There

10 weren't great universities after 20, 30 years. It

11 took a while. So I really would like to see us

12 acknowledge that, that we can build great stuff. We

13 may not see it in our lifetime, but it will be

14 something that our great grandchildren might greatly

15 appreciate, that somebody put effort into it.

16 And I know that you and your brother

17 have done good things for us, and I appreciate that.

18 I'm just trying to think of how we keep more people

19 active in helping us build -- And look at it this

20 way: California has nine schools in the AU and we

21 have three. New York has seven in the AU. There's

22 not that far a gap between some of the schools here,

23 us and Tech and Houston, to get into and qualify for

24 AU. But we need the -- We need the vision, and

25 you're helping to provide some of that. So I



1 applaud that part, and I just say thanks for the

2 help, and we still need some more.

3 CONGRESSMAN CASTRO: Oh, absolutely.

4 Thank you, Dr. Romo, for your vision and your

5 leadership of UTSA over the years. You're on your

6 fourteenth year?

7 DR. ROMO: Fifteen, yeah.

8 CONGRESSMAN CASTRO: Fifteen. And

9 the university has come so incredibly far under your

10 leadership and your vision. And you're right.

11 There is no reason why in a city that's 60 percent

12 Latino we shouldn't be able to build a tier one

13 research university. And I was proud to be on the

14 committee, a higher ed committee, a few years ago

15 when we approved a pot of money to allow six or

16 seven Texas universities to compete for tier one

17 status. Because Texas only has A&M -- UT, A&M and

18 Rice, whereas California has nine and New York has

19 seven. So you're right; we've got to keep pressing,

20 pressing for more degree programs, doctoral programs

21 and fighting for our share of resources. So we'll

22 continue to do that.

23 CHAIRMAN PADRON: Dr. Fraga.

24 MR. FRAGA: Joaquin, thank you for

25 your thoughts. Could you tell us what you think



1 it's going to take for the Congress to enact

2 comprehensive immigration reform?

3 CONGRESSMAN CASTRO: Well, sure,

4 yeah. A change in subject a little... (Laughter.)

5 Well, I mean, you know, the -- You

6 know, I was somebody who thought it would happen

7 last year. You know, I was on all those Sunday

8 shows saying, "I think it's going to happen" -- I

9 was wrong. (Laughter.) It -- The interesting thing

10 about it is that if you put a bill -- if you put

11 that senate bill on the floor, it would have passed

12 in 2013 or 2014.

13 And the reason that it doesn't

14 pass -- well, the speaker won't put it on. But just

15 a quick brief in congressional politics -- And I say

16 this because I didn't realize this until about a

17 year before I went to Congress. But there is

18 something called the Hastert Rule that's employed.

19 And so the speaker won't put a piece of legislature

20 to the floor for a vote unless it has the support of

21 a majority of the majority, which means a majority

22 of republicans. Because there are enough members

23 now who would vote for it. It would be about 25

24 republicans and the rest democrats, but -- you know,

25 to garner enough support.



1 But to answer your question, what do

2 I think it'll take to pass now? My sense is that

3 the President will, at some point, take executive

4 action again. I think that will spur the Congress.

5 I would suspect that it happens within -- I think

6 within the next four years. You know, the challenge

7 you have in 2015 is that you get into a presidential

8 election cycle, and that can make it tough because

9 of a lot of the rhetoric and other things that go on

10 there. And that's why -- Instead of just a two-year

11 window, I'm going to say a four-year window.

12 And I have to credit many of the

13 activists, especially the Dream Act students who

14 have kept up the drumbeat. The momentum for

15 comprehensive immigration reform really, I think, in

16 this latest iteration started in 2006 with the huge

17 marches in many American cities, but then continue

18 -- has continued throughout and has really been led

19 by the youth, and specifically by the Dreamers. It

20 has not been a movement or, you know, has not been

21 led by politicians really. It's been led by

22 citizens or by people.


24 Abety-Gutierrez.

25 MR. ABETY-GUTIERREZ: Congressman,



1 similar question, but perhaps a soft pitch. For

2 those of us trying to pass early education bill,

3 what advice would you give us?

4 CONGRESSMAN CASTRO: That's a great

5 question, you know. And the reason that I think

6 it's an interesting question is because education

7 policy -- There's always been politics involved in

8 education policy, but now, as with climate change

9 and other issues, some of these things have become

10 politicized where ideology more than primitivism or

11 benefit is the highest consideration.

12 I think a few things. Given -- Given

13 the makeup of the Congress now, I think you have to

14 show -- As I mentioned when I talked about that DNA

15 map of schools, that what we're trying to achieve

16 is -- is purposeful, that it's efficient, that it's

17 cost effective and that it will be effective. And,

18 of course, you know, we have to continue speaking to

19 the benefits of early childhood learning. But my

20 fear and what I see sometimes is the issue becomes

21 politicized for its own sake, you know, where the

22 parties take different sides, and then, well, you

23 know, if the party that supports it is not in power,

24 then you're going to have a problem enacting it.

25 And so I think to the extent that you



1 can stick to the facts. And in this arena, I think

2 the facts present themselves very well when we talk

3 about outcomes and benefits. To the extent you can

4 stick to the facts, I think that's your best shot.

5 MR. ABETY-GUTIERREZ: Thank you.

6 CHAIRMAN PADRON: Congressman, do you

7 have time for one or two more questions?

8 CONGRESSMAN CASTRO: Yeah, sure.

9 CHAIRMAN PADRON: Okay. Who's next?

10 I'm sorry, Sylvia.

11 MS. NIEVES: No problem. Thank you

12 very much.

13 My question kind of fits both foreign

14 policy and higher ed. And that's that because of

15 the cuts in higher ed funding from federal and state

16 levels, universities have looked to students outside

17 the United States to fill their seats at high -- you

18 know, at higher tuition rates, but the -- so they

19 come and get educated. But the communities that

20 support those universities from their inception and

21 continue to maintain, it's kind of challenging for

22 them to see that, to see that their kids, those

23 seats that their kids are -- potentially could

24 occupy are not because the university sees that they

25 could get a lot more freight from those other



1 students.

2 In addition, in a very competitive

3 global market where we -- you know, we're basically

4 helping a lot of countries that are competitive with

5 us, you know, supporting their intellectual capital

6 that leaves, and then we've really denied an

7 opportunity. So what are you thoughts on that?

8 CONGRESSMAN CASTRO: Yeah. No, I

9 think you've identified a growing problem. On two

10 fronts, first, you want to be able to serve the

11 people of the community. And fundamentally, as a

12 country, we want to be able to serve first and

13 foremost Americans and make sure that we're growing

14 our talent here before recruiting international

15 students. With that said, you know, some of the

16 brightest minds of course are in our country, but

17 they're also in other parts of the world. And the

18 ironic thing is that once we bring folks over and

19 train them as doctoral candidates, for example, and

20 PhD students, then, because of immigration issues or

21 other issues, they're often sent back to the places.

22 I was in Shanghai, China in 2010 for

23 the World Expo, and we were touring different

24 facilities in China, in higher education facilities.

25 And, you know -- And the folks there, the organizers



1 of the tour, were very clear about one of their

2 strategies, which is, they are looking to cherry

3 pick some of the brightest Chinese minds that have

4 studied at American universities and repatriate them

5 back to China once they've gotten all of this

6 training in the United States.

7 So, you know, you're kind of caught

8 between two goals, which are not -- not always

9 converging but are both very important. Right? How

10 do you serve your community here, but also, we want

11 the brightest minds to remain in the United States,

12 particularly once you've trained them.

13 So I can say that I think in

14 Congress, that is on our radar. I've heard many

15 conversations about that. Again, it's one in the

16 long list of things that we need to get to. One of

17 the long list of policy items that we need to get

18 to. But at least it's something that people are

19 very much aware of and talking about. So that's

20 good.

21 CHAIRMAN PADRON: Nancy.

22 MS. NAVARRO: Thank you very much,

23 Congressman. Thank you so much for everything that

24 you do. I've been very, very impressed with your

25 presentation.



1 So, basically, since you are now

2 serving in Congress, how do you see the potential

3 for reframing, really, the contributions and also

4 now that we have the numbers, right -- For a very

5 long time, especially in some parts of the

6 country -- and I'll speak about Maryland, you

7 know -- some of us knew what was coming, but then

8 the 2010 census put it in black and white, it was

9 wonderful. So for many of us, it's just a very

10 tangible no-brainer that this is a population that

11 is growing by leaps and bounds and that it is a

12 socioeconomic issue for the survival of this country

13 moving forward.

14 So how do you see in Congress -- You

15 know, what can be done to help reframe the

16 potential, the contribution of the Latino population

17 so it then becomes a bipartisan interest of sorts,

18 right, because it's a socioeconomic issue versus,

19 you know, constantly having to fight these battles

20 on all these different policy frontiers, whether

21 it's education or access to, you know, jobs or

22 (inaudible) -- I mean, every single policy arena you

23 should have run into the same roadblocks.

24 And I'm really curious about that.

25 Because when I look at the projections, you know, of



1 our demographic changes and how it's going to

2 continue to multiply, it just makes all sense in the

3 world that this should be really a partisanship

4 issue in terms of solving it. What do you see as

5 the bright spots, if any, in Congress in shifting

6 that? What do you think it'll take?

7 CONGRESSMAN CASTRO: A few things.

8 I -- I mean, I think overall -- particularly when

9 you have a divided Congress and you are going to

10 require the cooperation of both parties to govern to

11 get something done. I think Latino students -- I

12 mean, the American students generally, but Latino

13 students need to be cast as the generators of

14 economic opportunity and economic wealth. And I

15 think, you know, if you -- As an aside, if you watch

16 the immigration debate, what's been very heartening

17 is that you now have people in groups from every

18 part of the political spectrum that have endorsed

19 comprehensive immigration reform, including the U.S.

20 Chamber of Commerce.

21 I remember, last year, there was a

22 press conference that the President held at the

23 White House where both the president of the U.S.

24 Chamber of Commerce and the president of AFL-CIO

25 were standing right by the President together. Now,



1 how many times are you going to get those guys to

2 stand together at a podium? Right?

3 And so I think that, to a large

4 extent, that economic argument, that these folks are

5 the people that are going to be the workers who are

6 supporting themselves and their families but also

7 who are paying in to Social Security to making sure

8 that Social Security and medicare are solvent. I

9 think that that argument -- that argument is very

10 powerful. You know, you -- Of course the politics

11 in our country are also very delicate, and so I

12 think to the extent that we can stick to that

13 argument and push it forward --

14 You know, and there are -- there are

15 humanistic arguments and others that I think are

16 also very important and powerful. But like I said,

17 you know, when you talk about political realities

18 and winning over certain groups in Congress, I think

19 that economic argument is the most powerful.

20 And then it also comes down to local

21 communities and state legislatures. You know, I

22 know Maryland passed it own version of the Dream

23 Act, for example. Governor O'Malley and others were

24 very instrumental in being able to do that. And --

25 And, you know -- And so in some places, in some



1 states, you'll fare better than others. When it

2 come to the federal government, I think it really is

3 about the future, about the country's economic fate

4 and about this large Latino population of workers,

5 you know, sustaining these programs that are going

6 to be beneficial to all Americans in the coming

7 years.

8 CHAIRMAN PADRON: One more question.

9 Yes.

10 MS. TIENDA: I much appreciate your

11 focus on the economics. And we made this argument

12 at the National Academy of Sciences report in 2006.

13 The problem is that the issue is political. I mean,

14 the politics. So if they're looking at the

15 demography, I can tell you about the economics of

16 the demography, but the politics in the demography

17 is what's at issue. Otherwise, we wouldn't be

18 having all of these states trying to say -- like

19 Texas where you have to have a voter -- you have to

20 have a picture ID to vote. In Pennsylvania, you

21 need a picture ID to vote, you need 55 documents to

22 vote. If it wasn't about the politics and

23 representation. So we represent a threat.

24 So you go back to 2006, the motto

25 was: Today we march, tomorrow we vote. And in



1 every successive election, the youth have been

2 coming out. You know, this was historically

3 unprecedented, the youth voting rates in '08. And

4 even though they didn't hold up in '12, they did --

5 are still higher. And so the margin in the new

6 destinations is changing. And that's what's at

7 issue for the republic. It isn't about the mass.

8 Because you can maintain this country with equality

9 (inaudible) ourselves. That's for sure. But the

10 politics seems to be the big holdover. The same

11 reason that we're not having comprehensive

12 immigration reform this discussion is because of the

13 political stakes here and who's going to vote for

14 what and what it means for the rest of the country.

15 CONGRESSMAN CASTRO: Oh, I know.

16 MS. TIENDA: Not the deciders to

17 decide what the demography is unfolding.

18 CONGRESSMAN CASTRO: And there's no

19 question that there is -- there are those who stoke

20 fear in American politics. You know, you also have

21 many folks in Congress that are not familiar with

22 Latino communities, that don't represent large

23 Latino communities. So there is some amount of

24 acquaintance that needs to be had.

25 And in one practical item, I would



1 suggest, and one that I -- you know, I recently

2 worked on some what I -- just as we passed Pre-K for

3 SA, or Pre-K for San Antonio, I had built --

4 essentially allowed for resources for communities to

5 expand Pre-K throughout the country. Now, you know,

6 it's going to be tough to pass that in this

7 political environment, but we want to lay the

8 groundwork for later. And others, like George

9 Miller and others who have done wonderful work on

10 Pre-K.

11 But one of the things that I

12 specifically have worked on with regard to that

13 legislation is allowing local communities to bid for

14 federal dollars directly to the federal government.

15 Because what you see here in Texas, for example, is

16 once the governor says, "We're not going to take

17 race to the top money," well, there's hundreds of

18 millions of dollars that are gone to San Antonio, to

19 the Rio Grande Valley and other places.

20 And so I hope that this commission

21 can sound a drumbeat, you know -- People from all

22 over the political spectrum, but particularly on the

23 right, have always said that local control rates.

24 Well, that's fine. Allow local communities to bid

25 for money directly from the federal government



1 surpassing the states who are unwilling to go along

2 with it. (Applause.) If the state government

3 chooses not to draw down federal funds, that's fine.

4 But why should a local community be hostage to one

5 person's ideology? You know, allow San Antonio and

6 other places to draw down on federal funds. And so

7 I think that we can push down on that.

8 And incidentally, I think that that

9 would also -- I think you would find people on the

10 right who would be supportive of that same idea. If

11 you have, you know, a democratic governor, you have

12 a republican president, democratic governor in

13 California or some -- you know, some other place, on

14 other local initiatives that they would support. I

15 think we can be supportive of those things across

16 the board. And so I'm pushing for that. I hope

17 that you guys will push for that. Because, you

18 know, we're losing out in Texas. We're losing out

19 on a lot of opportunities because our governor and

20 our legislature simply won't compete for or draw

21 down federal resources.

22 CHAIRMAN PADRON: Congressman, you

23 have been extremely gracious. We wish you more

24 success.

25 (Applause.)



1 CHAIRMAN PADRON: Now, the agenda

2 tells me that -- We are fortunate that the speaker

3 that we're supposed to have this morning has been

4 able to make it to San Antonio. So we have with us

5 Ajita Talwalker, who I happen to know through my

6 work with the White House. And she's here to share

7 with us some very important information.

8 And we're very grateful for your

9 being here with us today.

10 MS. TALWALKER: Thank you so much.

11 Good afternoon. Thanks so much to Dr. Padron and

12 Alex and Maribel and the rest of the initiative

13 team. I was truly honored to be invited, not just

14 because this is my first chance to come before you

15 and share in the conversation, but because I hold

16 what you all do in this room with such high regard.

17 So much of the progress that we've made around

18 educational opportunity from cradle to career or, as

19 I like to call it, from the smallest to the tallest

20 has been because of the leadership that you provide

21 and the work that you do day in and day out in your

22 respective communities and on your respective

23 campuses.

24 My work with the White House is

25 focused primarily on the talls, specifically around



1 all of the postsecondary work for the Domestic

2 Policy Council. And specifically around the goal,

3 the very (inaudible) of the goal the President laid

4 out in 2009 when he first took office, that our

5 country would once again lead the nation -- lead the

6 world with the highest proportion of college

7 graduates.

8 And everything that we've done

9 successively over the past several years has been in

10 advancement of that goal. The President describes

11 the importance of a college education not just as a

12 luxury but as an imperative, as a prerequisite for

13 economic mobility in the new economy. And a lot has

14 kind of happened since the President set that first

15 goal. And I think we are continuing to evolve,

16 especially given the political limitations that the

17 congressman eloquently outlined before I got up

18 here, to keep that compass pointed at that North

19 Star goal.

20 We know that college completion has

21 many contours. And because the reality is that not

22 all Americans enjoy the same kind of opportunity to

23 postsecondary education, persistent gaps remain in

24 college enrollment, in college attainment based on

25 income, most acutely with students from wealthy



1 families attending college almost -- almost always

2 compared with just over half of high school

3 graduates in the bottom quarter. And while over

4 half of students enrolled in college obtain a degree

5 within six years, the completion rate for low-income

6 students hovers at 25 percent for BA recipients.

7 Gaps in completion rates and

8 attainment, while beginning to narrow, also are

9 persistent across racial lines with 51 percent of

10 Latino students graduating with a BA within six

11 years compared to 62 percent of whites and 22

12 percent of Latinos age 25 or older and holding an

13 associate's degree compared with 46 percent of

14 whites.

15 In order for our nation's aspirations

16 around college completion to be realized and to try

17 to close those equity gaps, we know that more

18 explicit attention needs to be given around college

19 affordability and the concept of value while

20 maintaining quality, promoting innovation in

21 competition and ensuring that at the back end

22 student debt remains a manifold. And we know that

23 we have to pay attention to the specific contours

24 around college completion and that that can be a

25 challenge.



1 To that end, last August, the

2 President outlined an ambitious agenda to stay -- to

3 make sure that college stays within reach of

4 American families. In addition to supporting the

5 tools and resources that support better

6 decision-making about college search, about college

7 selection through initiatives like the College Score

8 Card and the Financial Aid Shopping Sheet, the

9 agenda included directing the Department of

10 Education and the secretary to establish a new

11 system of college ratings, which many of you are

12 familiar with.

13 The new rating system, unlike many of

14 the private sector, ranking systems is not intended

15 to consider institutions on factors largely

16 correlated with institutional wealth or selectivity

17 but rather to focus on the institutions that are

18 providing access, ensuring affordability and

19 strengthening outcomes for students with a

20 particular emphasis on highlighting colleges that

21 are dedicated to serving the needs of low-income and

22 underrepresented students like many of the

23 Hispanic-serving institutions we have around the

24 table.

25 This was recognized as an



1 extraordinarily challenging task. And in

2 undertaking this task, I would like you to know that

3 we are -- we are quite humbled by the difficulties

4 associated with it. And accordingly, the department

5 has conducted over 80 sessions with approximately

6 4000 participants over the past several months,

7 including a range of college presidents, students,

8 parents, researchers, statisticians, economists,

9 many of which have provided very constructive

10 feedback on ways we can overcome some of the common

11 areas of feedback that we've heard raised.

12 A common area for feedback was to

13 ensure that the college rating system didn't create

14 disincentives to enroll or to serve low-income

15 students or students from underrepresented

16 backgrounds. Other areas included ideas for better

17 measurement of indicators such as graduation rates

18 and earnings data, particularly for community

19 colleges who were serving students that are -- that

20 are nontraditional but on a increasingly frequent

21 longer term pathway to degree completion as well as

22 ways to try to measure other noneconomic outcomes

23 that a lot of colleges as a mission supports

24 students in achieving, including graduate education

25 but also public service.



1 Through the outreach, we've sought

2 the help of higher education experts and education

3 leaders that have really helped the department and

4 the administration around the development of

5 ratings. And some of you all have contributed to

6 that conversation, particularly Dr. Nunez from UT

7 San Antonio, who's launched input and assistance in

8 helping us to try to think through how to design

9 something carefully crafted that we hope to be able

10 to share for additional feedback later this fall.

11 Even beyond the actual creation of a

12 rating system or the ability to highlight or

13 differentiate between institutions that are serving

14 high-need students well, the effort kind of puts us

15 very squarely in the domain of thinking about the

16 usefulness of data in supporting the principle

17 objective laid out by the President, which is --

18 which is better opportunity, better outcomes for

19 American students.

20 This is particularly critical if we

21 mean it to be a strategy to effectively meet the

22 needs of students who enter college academically

23 under-prepared or who may require more comprehensive

24 support services to support their social and

25 emotional needs to help them succeed in college.



1 And each day in my line of work, it

2 feels like we're learning more about the kinds of

3 different interventions on campuses that are

4 changing the way that students learn that are

5 proving to be more effective in the way that

6 students are supported and identifying ways that

7 resources on a campus or in a community can be

8 optimized towards focusing on students from

9 low-income and unrepresented backgrounds.

10 Some of you may have seen the article

11 in the New York Times a couple of months ago now

12 that talk -- highlighted the story of a chemistry

13 professor at UT Austin, who's now, I think, the

14 associate provost or senior provost, who used the

15 institutional research team on campus to identify

16 patterns of students who are struggling to succeed

17 in the chemistry class in order to design an

18 intervention that ultimately was focused on

19 achieving comparable gains for students with

20 lower -- comparably lower SAT scores, lower -- from

21 lower SES families and who were also first

22 generation.

23 The result of the intervention

24 included not only better academic performance in the

25 course but longer term impacts with respect to



1 persistence and graduation. The story goes on to

2 describe the universities use of predictive

3 analytics to identify students who may be at risk of

4 not completing on time in order to target piece of

5 (inaudible) that are just in time to support these

6 students through the campus's student success

7 program.

8 But what was so incredible about the

9 story to me was how straightforward the approach

10 was. It was identifying the problem. It was

11 measuring the dimensions of the problem using the

12 data that was available, designing the intervention,

13 aimed at addressing the problem and then testing the

14 intervention in order to figure out what works and

15 how to scale that more broadly.

16 This approach was interesting because

17 it can be and has been implemented across a range of

18 institutions, not just research institutions but

19 four-year comprehensive institutions, community

20 colleges. And it's one place where the

21 administration is particularly excited about seeding

22 additional work. To that end, one of the things

23 that we are most excited about is the first time

24 we've gotten funding in the higher education space

25 to promote innovation. So we received $75 million



1 in First in the World, innovation funding money,

2 which the department is running a competition around

3 that is focused on innovative efforts to increase

4 access, persistence and completion especially for

5 underrepresented and low-income students with a

6 focus on driving those innovation resources towards

7 minority-serving institutions.

8 I think what we are excited about is

9 the possibility that these kinds of efforts can

10 be -- can drive towards improving the actual

11 outcomes around student learning while also reducing

12 costs. And it also, I think, represents an

13 important opportunity for us to really focus on

14 building the evidence base for what works and being

15 able to share across the higher education

16 enterprise.

17 First in the World fits as a piece of

18 a larger of the administration's efforts that rely

19 on all of us to do more to support college

20 opportunity. In January, the President and First

21 Lady issued a call to action and hosted the first

22 college opportunity summit, which was meant to be a

23 year of action. And at the summit, more than a

24 hundred colleges and 40 organizations announced new

25 commitments that were targeted on making sure more



1 low-income and underrepresented students had the

2 opportunity to attend and complete college.

3 The commitments ranged significantly

4 from enrolling more low-income students, increasing

5 the pool of students that were college ready through

6 early interventions, providing better

7 college-advising opportunities and strategies to

8 improve the college search and selection process,

9 all the way to implementing strategies to

10 successfully move students who enter our

11 institutions academically under-prepared to be more

12 successful on a pathway towards a degree or

13 credential rather than relegating them to a sequence

14 of remediation courses that are going to be a dead

15 end for them.

16 In organizing the call to action, the

17 President and the First Lady were hoping that

18 colleges and universities, businesses, nonprofits

19 and philanthropies could come together to bear

20 resources on designing these actual commitments.

21 And the response was very inspiring. But

22 particularly inspiring amongst the commitments were

23 those that were very focused on using the data that

24 they had to design -- the data they had about

25 students to design the kinds of interventions that



1 would ultimately be effective and being able to have

2 a (inaudible) for evaluating those things in order

3 to make sure the results were something that could

4 be used, not just across campus but across campuses.

5 So many of the commitments

6 underscored the work that colleges do to support not

7 just their student but their faculty and the

8 leadership on campus to make it possible for

9 colleges, like Dr. Padron's college, to provide

10 mandatory advising for all students who were first

11 time in college and who demonstrated basic

12 deficiencies or skills gaps.

13 Last month, the White House announced

14 a second college opportunity summit. And with this

15 summit, we're actually hoping to do a better job --

16 an even better job of acutely focusing on driving

17 towards the kind of outcomes that are more systemic

18 in nature and, to that end, underscore the

19 President's agenda thus far on the K-12 and the

20 higher ed side. We hope to do this primarily

21 through two new tracks of work.

22 The first new track of work is around

23 strengthening and building stronger K-12, higher

24 education partnerships within communities as an

25 anchor towards community-driven, collective-action



1 efforts that improve college readiness, but not just

2 college readiness but college going, so the

3 transition to college. And supporting -- The second

4 is supporting institutions of postsecondary -- of

5 postsecondary institutions that can build coalitions

6 committed to producing additional graduates but

7 through an approach that is a network-based approach

8 that involves a lot of the -- the aim of what we're

9 trying to get to, which is how can you, in a sense,

10 pilot its scale.

11 So how can you collectively, across

12 institutions, agree upon a shared set of

13 intervention with common value, test those across

14 the campuses; and instead of one pilot happening on

15 one campus and figuring out how to scale it, how do

16 we build something that is actually, in a sense, at

17 scale that has results that are generalized all

18 across the enterprise?

19 I hope to get the -- I talked for

20 awhile now, so I'm aware of that. I hope to get the

21 chance to talk to a number of you. I know that

22 there's a subcommittee meeting this afternoon, so

23 I'd love the opportunity to engage more with you on

24 that.

25 I'm happy to answer questions. I



1 know we're running a bit behind on schedule, so...

2 CHAIRMAN PADRON: Yeah. We have,

3 unfortunately, very limited time. So what I'm going

4 to suggest as you visit with the subcommittees if

5 they have any questions, which I'm sure they will,

6 we can take that opportunity. And I'll be happy to

7 go with you.

8 MS. TALWALKER: That's great.

9 CHAIRMAN PADRON: Okay?

10 DR. ROMO: I'm sure, Mr. Chairman,

11 they would love to have her paper.

12 MS. TALWALKER: Oh, sure. Do you

13 mind if I send it?

14 DR. ROMO: She was working pretty

15 fast.

16 CHAIRMAN PADRON: Very good. Well,

17 thank you so much again for coming all the way --

18 MS. TALWALKER: No, thank you for

19 having me.

20 CHAIRMAN PADRON: -- from DC. And,

21 you know, I personally have witnessed your work and

22 what you're trying to do. And I commend you for

23 that. I know you are very persistent, and that's

24 how you get something done. So thank you again.

25 MS. TALWALKER: Thank you.



1 CHAIRMAN PADRON: We're now going to

2 move -- The subcommittees are going to move for the

3 discussions. And I have the groups. Early Learning

4 back here. And K-12 and Postsecondary are going to

5 the gallery, which is next door. We will reconvene

6 at 2:45.

7 (Recess for breakout discussions,

8 2:09 to 2:57.)

9 CHAIRMAN PADRON: We are ready to

10 hear the report from the Early Learning

11 Subcommittee. We need the chair of the Early

12 Learning Subcommittee to start reporting, please.

13 The Early Learning Subcommittee will report now.

14 MS. ACEVEDO: Hi there. We're very

15 excited about the Early Learning Subcommittee.

16 We're going to have a roundtable right after this.

17 And so we were flushing out how do we were going to

18 handle the roundtable and how we make sure that the

19 learnings that we -- we take from today's meeting

20 are disseminated, because San Antonio has a great

21 story, and we really want to focus on the -- the

22 leadership, the -- the marketing, you know, the

23 brand awareness, the lessons learned and so that we

24 can put it in a White Paper and then share it with

25 the other communities so that they can see what we



1 can do.

2 Then the next thing is the symposium.

3 Again, like our friends in higher ed, we realized

4 that there are some pockets of knowledge that need

5 to be filled in in an evidence-based, research-based

6 way for early learning, especially for the Latino

7 population. So we are looking at late May, early

8 June in Chicago. Which turns out where Heckman -- -

9 Dr. Heckman, who has written a lot about the

10 economic advantages of early childhood, is located.

11 And then Ounce of Prevention is also located there,

12 which has a great model for early learning. So for

13 early learning, we got that.

14 And then what we're also going to do

15 is, this fall, we're going to go meet with HHS,

16 because they do so much with Head Start and a lot of

17 things that fit in directly with early learning. We

18 want to go to DC and meet with them and start

19 putting that checklist together that -- Dr. Padron,

20 the report card checklist, the things that we'd like

21 to see happen in the next year.

22 Folks, did I miss anything?

23 CHAIRMAN PADRON: Is Manny hosting

24 that symposium?

25 MR. SANCHEZ: Indeed.



1 CHAIRMAN PADRON: Then I won't miss

2 it.

3 (Laughter.)

4 CHAIRMAN PADRON: Send me the date as

5 soon as you have it.

6 MS. ACEVEDO: Okay. It's late May,

7 June. And just right now the areas of focus -- If

8 anybody thinks we need to add something, please let

9 us know. But we're really looking at this -- and

10 Adrian reminded us -- is a system of early

11 childhood. And the research areas that we're

12 looking at or practice areas are family engagement,

13 bilingualism, accredit-- accreditation,

14 certification, because we know a lot of early

15 childhood was done with the -- the neighbors or

16 family, and then aspect of the physical and

17 cognitive learning from kids, so tying in with

18 Let's Move. If there's any other things that people

19 think we need to add, let us know.

20 MS. NAVARRO: I don't know if --

21 Sylvia -- I was kind of late coming in, but -- Of

22 course, one of the things that we want to learn

23 about are the different funding models that have

24 been successful across the nation, but also maybe

25 some innovative funding models that we haven't



1 thought about. And I know that there have been some

2 conversations in some of the national association of

3 county meetings about social impact bonds. Many

4 jurisdictions are sort of taxed out. But there are

5 options like that that are very innovative and have

6 been used for some other type of policy-related

7 issues. Maybe this is one of them.

8 So maybe, you know, a summary or just

9 a real collection of what's worked and also maybe

10 what could we explore as an innovative funding

11 strengths for -- to fund these very wonderful and

12 very important programs.

13 CHAIRMAN PADRON: Thank you, Sylvia.

14 Did you want to --

15 MS. ABELLA: Sylvia, as I was

16 listening to you earlier -- I just wanted to make a

17 point -- if you're meeting with HHS, and I hope that

18 you will also mention that transition to K-12 is

19 really important for HHS to go -- But in the

20 literature, noncognitive learning oftentimes,

21 usually refers to things like persistence and

22 engagement and that sort of thing as opposed to

23 health and welfare and nutrition and those kind of

24 things. So I just would want to make sure -- I

25 think meeting with HHS, they're going to have that



1 other agenda -- but make sure that that's really

2 clear, that it's that broad -- broader supports that

3 we really need to pay attention to.


5 Anyone else?

6 Thank you again to you and the

7 committee. Great work.

8 We move now to the K-12 Subcommittee.

9 Patricia?

10 MS. GANDARA: Well, our report's

11 going to be short, because we only got to Item 1

12 of 17. But I suppose maybe the most important thing

13 is we are committed to having a series of conference

14 calls so that we can get through the rest of the

15 agenda.

16 But basically what was not totally

17 decided but heavily leaning on was in terms of the

18 Latino teacher initiative and the recognitions that

19 we are very interested in partnering with Hispanic

20 Heritage Foundation where this effort could continue

21 to have a life beyond us and who -- by everything --

22 everybody has a say as a terrific group of people

23 who really focus on Latino culture. And it's a

24 different way of coming to recognize and coming to

25 identify these outstanding teachers. It's through



1 their students.

2 So they -- the students who -- who

3 are identified as being outstanding high school

4 students nationally actually nominate a teacher who

5 was critical in their lives, which allows us to tell

6 the stories of both the teacher and the student,

7 how -- how this played out in their life. So we

8 thought this was especially rich and -- and could

9 add a whole new dimension. So we're going to be

10 meeting on the phone to continue pursuing this to

11 see if this really can't work for us.

12 And then I was reminded, I don't

13 think we announced, Eduardo, that Lilly is now the

14 president of CTA and the first -- and the first --

15 I'm sorry. (Simultaneous discussion.) The

16 president of NEA and the first Latina ever to hold

17 that position.

18 (Applause.)

19 MS. GANDARA: Thank you.


21 Any questions of Patricia?

22 Hearing none, we move to the next and

23 last subcommittee, the Postsecondary Committee.

24 MR. FRAGA: I'll report on behalf of

25 our committee. We, as our primary focus of



1 attention, identifying the policy domains that might

2 be the focus of a subsequent symposium and work that

3 we might do in the future. We identified four

4 tentative ones. And I want to ask anyone who has

5 any other ideas to please tell them to us. Send

6 them to White House Initiative, to Alex, Emmanuel or

7 Marco, or send them to Lisette or myself directly so

8 that we can expand on the possible agenda to

9 consider.

10 One of the issues that -- the primary

11 issue that came up was state and federal funding and

12 the way in which we need more systematic

13 consideration of the decline in state funding and

14 its impact on our communities and opportunities in

15 our communities, but also the way in which federal

16 funding, as much as it might try to compensate for

17 that, has some significant inequalities built in,

18 such as providing additional money for

19 research-intensive institutions and not balancing

20 that investment and a necessary investment, a good

21 investment, an investment that should be supported

22 but with the needs of institutions that are actually

23 serving large numbers of first-generation students

24 who have no equivalent way of accessing additional

25 resources to do their very important work as well.



1 Related to that, of course, is the

2 question of, as a second policy domain,

3 institutional capacity. And the implications, of

4 course, the funding for institutional capacity, but

5 also the way in which there doesn't seem to be an

6 arena where we can talk about the institutional --

7 the hierarchical differences and great disparities

8 in institutional capacity and the way in which

9 different systems of funding simply reenforce those

10 asymmetrical statuses that institutions have, such

11 as the size of endowments and the amount of money

12 that goes toward athletic programs and whether or

13 not those two, in combination, need to be considered

14 as we think about state funding formulas and federal

15 funding formulas and where the money should be

16 targeted.

17 Third was the need to focus on

18 graduate training and the pipeline that exists for a

19 training for graduate and professional schools and

20 where Latinos and Latinas and first-generation

21 students generally and students from a working class

22 background generally fall into that and what their

23 patterns are. There's some good work that's already

24 been done on it, and we want to look at it more

25 systematically.



1 And lastly, the fourth issue that we

2 identified where, if you will, data challenges and

3 especially data gaps that exist. And one of our

4 members, Marta, brought up the extent to which

5 sometimes a great deal of research is generated when

6 if one looks at the data a little more carefully,

7 one finds that the data are not particularly robust,

8 shall we say, where the data may not be as solid as

9 one might expect and where, therefore, any policy

10 conclusions that might be reached on the basis of

11 the analysis data could be noticeably misinformed.

12 Among the best examples of this, although it didn't

13 come up in our discussion -- I'll add this as a

14 parenthetical comment -- are the inherent

15 limitations as Lisette was mentioning earlier in

16 conversation of IPEDS and the IPEDS data and whether

17 it's rich enough to be able to allow us to make the

18 sorts of conclusions that we want.

19 Lastly, I want to say on behalf of

20 Lisette that we want to compliment Alex and the

21 staff for the policy forums that have been --

22 Forums? Fora? Flora? No, whatever

23 the right term is. Somebody Google it and tell me

24 for forum, the plural of forum.

25 -- that occurred and the way in which



1 they bring together stakeholders from many different

2 sectors. This is a model that we tried to replicate

3 in our own symposium for the Postsecondary Education

4 Committee and something that we hope will continue

5 into the future.

6 One of the things we have not done is

7 to have a symposium or arena where our three

8 subcommittees -- thank God we're talking together

9 and working through an agenda -- that might in some

10 way -- that might in some way allow us to leverage,

11 if you will, in a more systematic way the insights

12 that each of our subcommittees has brought up.

13 Thank you, Mr. Chairman.

14 CHAIRMAN PADRON: Thank you, Luis and

15 Lisette and the members of the committee.

16 Any questions of either Lisette or

17 Luis?

18 MS. NEIRA: I just want to echo that

19 last recommendation, Luis. But I think it's

20 critical that we not only leverage but see where we

21 overlap so that the recommendations are not

22 redundant and that we can get more out of the

23 process.

24 MR. FRAGA: Thank you.

25 CHAIRMAN PADRON: Yes?



1 MS. MARTINEZ: That, or I might

2 recommend, you know, we just need the, you know,

3 smaller talk kind of thing and address the pipeline,

4 two or three committees.

5 CHAIRMAN PADRON: Very good.

6 I think it's appropriate to ask

7 Alejandra to work with the staff to brainstorm in

8 how to accomplish that, to bring the three

9 subcommittees into an agenda that would really bring

10 it together. I think that's a great idea.

11 MS. CEJA: We'd be definitely happy

12 to explore that. And we'll also be exploring the

13 opportunity to convene with the other White House

14 initiatives now that they've got their commissions

15 on board. So we will pursue both of those

16 opportunities.

17 CHAIRMAN PADRON: Great.

18 Any other questions? Comments?

19 Okay. We move now to the public

20 comment section of the agenda. We have three

21 individuals who have signed up to speak. And we

22 appreciate the fact that they are here. And all of

23 you who took the time to be with us today, very much

24 appreciated. It means a lot. These presentations

25 are going to be limited to three minutes each. And



1 we're going to start with the vice president of

2 TSTA, Ovidio -- let me see -- Ovidio -- Ovidia

3 Molina. Pardon my ignorance, but if you would tell

4 us what TSTA is, I would appreciate it.

5 MS. MOLINA: Sure. TSTA is the Texas

6 State Teachers Association, affiliated with NEA.

7 I am here sort of like a proud mama.

8 We have one of our locals, Education Austin, who had

9 been really working hard with DACA students. So

10 we've had NEA grants help Education Austin. And

11 they put on DACA trainings and clinics. They've

12 helped students fill out their paperwork, have it

13 all ready just to mail out with their fees.

14 Montserrat, our vice president, says

15 that in-state tuition is a must to be able to help

16 students reach their dreams. Nothing is more

17 powerful than seeing a DACA student graduate and

18 begin work in the profession they've chosen. That's

19 the most powerful thing. Because we need role

20 models. We need kids that have gone through it to

21 come back and talk to the students that have to

22 filled out the paperwork. Because they're scared.

23 They're scared that they're giving out all this

24 information and their families are going to be taken

25 away. That fear is what's hurting us. And so thank



1 you for having this, because hopefully more

2 knowledge will bring more people to fill out the

3 forms to become documented and have a brighter

4 future.

5 So I'm going to give my time...


7 much. Thank you for what you do.

8 MS. GARIBAY: Hi. My name is

9 Montserrat Garibay. I'm a national board-certified

10 teacher, and I'm the vice president of Education

11 Austin. We are emerged local. We're part of NEA

12 and also from the AFT. And we have been -- We got

13 a -- received a grant from the NEA of $15,000. And

14 we embarked in a yearlong campaign of giving

15 resources to teachers and classified staff about

16 what DACA means. And we feel that it's really

17 important that our members receive this information,

18 because it's accurate and is reliable. So we

19 decided to put eight educational forums and five

20 DACA clinics. And in addition to that, we also gave

21 six DACA scholarships to undocumented immigrant

22 students.

23 And it's been just one of the most

24 empowering experiences for our locals to see our

25 members actually giving this information to the



1 students. I think when it comes from a teacher, it

2 really empowers the families and it builds -- our

3 membership also really works building confidence

4 with the families.

5 And as a union, I think it's really

6 important to work on social justice issues, so we're

7 very pleased to do that. But in addition to that,

8 our district -- I -- I work for -- representing the

9 teachers and employees from the Austin Independent

10 School District. And we also -- the district is

11 hiring (inaudible) teachers. And the teachers --

12 Those teachers are members now, and they're putting

13 these educational forums together and the clinics

14 together.

15 So I'm passing -- Ovidia's passing

16 just a little pamphlet of information that we have

17 done and all the work that we are doing to make sure

18 that our students and undocumented immigrant

19 families are receiving accurate information from our

20 local and from our union. And so just wanted to

21 share that with you and to thank you. And we're

22 very excited about doing this work for our students

23 and for our families. So thank you for your time.

24 And also, I just real quick wanted to

25 give recognition to Rick Noriega, our



1 representative. He actually was the one that passed

2 in-state tuition for undocumented students here in

3 Texas. So I'm just very grateful for all his work.

4 (Applause.)


6 much, Montserrat. I think we have a question.

7 MS. ACEVEDO: Or just a comment. I

8 worked with Montserrat in Austin. And I just want

9 to say, she's one of those teachers you want -- you

10 know, you wanted to highlight. She was working in

11 the one of the toughest Title I schools. She paid

12 out of her own money for the kids who didn't have

13 food. She was there buying supplies for kids who

14 didn't have it. She would be there volunteering

15 for -- Anytime you needed to have a teacher for an

16 after-school activity, she was there. And on

17 Saturdays, weekends, she was there. And so her

18 commitment is -- is much more than a job. I mean,

19 this is her passion.

20 MS. GANDARA: Can you send an e-mail

21 so we can get her on a list?

22 (Laughter.)

23 MS. ACEVEDO: Okay. Thank you.


25 Okay. Next on the agenda, we have



1 Belinda Harmon.

2 MS. HARMON: Thank you. I'm Belinda

3 Saldana Harmon. I'm director of Community Outreach

4 right here at UTSA in the office of P-20

5 Initiatives.

6 And first of all, I do want to thank

7 Dr. Fraga for representing this group so well last

8 February at the Texas Association of Chicanos in

9 Higher Education Conference in the Fort Worth area.

10 And we'll be having another conference this February

11 in El Paso. We'd love to -- I'm on the speakers

12 committee, so I'd love to anyone to be a speaker.

13 The other important reason that I'm

14 here is, I've heard many comments about parent

15 engagement. Last year, the office of P-20

16 Initiatives hosted a summit where we talked with

17 three key areas, business, K-12 and higher ed, and

18 talked about what the gaps were still in education

19 and how we could work together to close those gaps.

20 One of the key areas that was

21 mentioned was parent engagement. And we know that

22 parents are the first teachers, and they are

23 lifelong teachers for their children. And so this

24 Saturday, September 6th, right here at the UTSA

25 downtown campus, we are hosting a P-20 summit



1 focused on parent engagement with a focus on

2 children K through 8th grade. The parents will be K

3 through 8th grade. Because we do not want to wait

4 until they are in high school to give them critical

5 information. So parents will be attending sessions

6 focused on new legislation regarding HB-5, the soft

7 skills or 21st-century skills, if you will, and how

8 to be advocates for their children's success.

9 So if you all are planning to stay at

10 all in San Antonio, we invite you to attend. But we

11 are very proud that UTSA is very focused on not only

12 the pipeline, but parent engagement. Thank you.


14 much.

15 Last, but certainly not least,

16 Richard Noriega, president and CEO of AVANCE.

17 MR. NORIEGA: Thank you,

18 Mr. Chairman, on behalf of AVANCE, the national

19 board of directors and the families and children

20 that you serve. I'd like to thank the committee for

21 bringing this very important commission to

22 San Antonio, Texas. I hope you all enjoyed the cool

23 weather here in San Antonio, and certainly soon a

24 cold margarita will help soothe that a little bit.

25 (Laughter.)



1 But I also want to thank the

2 commission too for the emphasis in the area of early

3 learning and for the two subcommittee chairs for --

4 for allowing us to participate in some of that

5 discussion. AVANCE's a 40-year organization and is

6 focused on, as was mentioned by the previous

7 speaker, that the parent is the first teacher in the

8 home is the first classroom. And for 40 years, we

9 have been implementing our two-generation

10 intervention with primarily Latino families. And on

11 September the 13th, we -- we are honored to

12 celebrate 40 years of this -- of this work, this

13 body of work. And of course everyone here, please,

14 are invited. It will be -- It will start with a

15 workshop by Ellen Galinsky, who is the author of the

16 "Mind in the Making," which again speaks to those

17 executive skill functions of -- of brain development

18 and so forth.

19 But I think that there's a tremendous

20 opportunity with the time that remains in the

21 current administration to help synchronize a lot of

22 the department -- departmental efforts that are

23 occurring to be able to -- with executive action be

24 able to help with the sustainability of

25 organizations that are doing great work out there.



1 Because I believe that early childhood component is

2 the pebble in the pond, which then everything else

3 kind of flows from that and is absolutely critical.

4 And that is what -- I'm just blessed to be able to

5 do this body of work with tremendous families and

6 folks.

7 And incidentally, Montserrat is my

8 boss. She's on our national board of directors. So

9 we're pleased to be able to see over 40 years of

10 work and the kind of families that have graduated

11 now become -- done wonderful things that they are

12 the next chair of this commission or President of

13 the United States, as we say.

14 So thank you again, Mr. Chairman,

15 for -- for allowing me to come. And thank you for

16 your work and for bringing us to San Antonio. And

17 we look forward to the meeting in Chicago next --

18 next spring. Thank you very much.

19 CHAIRMAN PADRON: Thank you so very

20 much.

21 Well, this brings us to the end of

22 our meeting. I have to tell you that I don't cease

23 to be impressed with the level of passion that each

24 and every one of you bring to the table and to the

25 discussions. It's very evident that we have



1 participation of all of you. The challenge is for

2 me to be able to control the time, but that's a good

3 problem to have.

4 I think we -- we're making some good

5 progress, but we have a lot of work ahead of us, as

6 I said at the beginning. And I feel that some of

7 the suggestions you have made today will go a long

8 ways toward making our -- our work more focused and

9 more -- more robust and more intentional.

10 So with that, I'd like to close the

11 meeting. Thank you all for participating and wish

12 you well. Thank you.

13 (Applause.)

14 (Proceedings concluded at 3:20 p.m.)

15 -oOo-

16

17

18

19

20

21

22

23

24

25



1 THE STATE OF TEXAS *

2 COUNTY OF BEXAR *

3

4 I, TERRY L. LOCHTE, a Certified Court

5 Reporter duly commissioned and qualified in and for

6 the County of Bexar, State of Texas, do hereby

7 certify that the forgoing is a true and accurate

8 transcription, taken to the best of my ability, of

9 the President's Advisory Commission on Educational

10 Excellence for Hispanics, held at the University of

11 Texas at San Antonio Downtown Campus, 501 W. Cesar

12 Chavez Boulevard, San Antonio, Texas 78207,

13 September 3, 2014, from 9:09 a.m. to 3:20 p.m.

14 IN WITNESS WHEREOF, I have hereunto

15 set my hand on this ____ day of September, A.D.

16 2014.

17

18

19 ___________________________________

20 TERRY L. LOCHTE, Texas CSR 7042 Expiration Date: 12/31/15

21 Hoffman Reporting & Video Service 206 E. Locust

22 San Antonio, Texas 78212 Telephone No.: (210) 736-3555

23

24

25



WORD INDEX

< $ >$1.5 86:1$15,000 201:13$150 121:8$465 94:4, 5$75 183:25

< 0 >08 173:3

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196:21classes 86:10classified 201:15classroom 80:1 155:17 206:8clear 73:14 143:6 154:2 168:1 193:2Clearly 145:9click 93:25climate 165:8clinic 99:19clinics 99:16 101:2 200:11 201:20 202:13close 31:10 115:3 178:17 204:19 208:10closely 30:6 44:14 64:22 67:10 88:10 97:25closer 92:12 121:12Closing 5:4cloud 14:8coalition 107:19coalitions 133:19 187:5coast 74:18, 19 135:24, 25cochair 17:25 18:6cochairs 20:8 67:11 125:10code 104:7coding 104:6codirector 18:5cognitive 191:17col 157:10cold 205:24collaborate 65:6collaborated 91:16collaborating 76:17collaboration 50:21 70:2, 9 73:19collaborative 136:18colleague 15:4 59:23 90:19 93:13colleagues 22:16 25:23 76:21 90:20collect 41:17 46:24collected 139:19



collecting 43:4 44:15 55:22 74:4,5, 23 88:3 106:2 139:13 140:5collection 45:1 192:9Collective 84:17collective-action 186:25collectively 85:9 99:5 187:11College 4:12 11:12 19:10 22:10 26:6 27:22, 23 28:5 30:17 35:7, 7, 9, 15,17 39:7, 8 83:14 85:25 97:15, 16, 18 115:20 134:7, 8, 23 144:20 145:16 148:11, 12, 17 153:11, 13, 14, 16,22 154:1 155:8, 9,10, 11, 18, 21, 22 156:3, 16, 17, 18 157:6, 24 158:13,22, 23 177:6, 11, 20,24, 24 178:1, 4, 16,18, 24 179:3, 6, 6, 7,11 180:7, 13 181:22, 25 184:19,22 185:2, 5, 8 186:9, 11, 14 187:1,2, 2, 3college-advising 185:7colleges 34:25 81:12 97:13 99:18 147:20 156:23 157:11 179:20 180:19, 23 183:20 184:24 185:18 186:6, 9colonias 114:25color 83:1, 9 84:8 85:10, 12, 18 86:9,22Colorado 105:1combatting 154:16,16

combination 154:14 196:13come 12:21 15:8 19:13 38:13 39:24 48:9 50:9 56:21 90:9 92:6 95:9 97:7 98:21, 23 99:6 100:7 101:18 105:4 112:7 113:11, 22 117:21 120:9 130:24 141:16 147:23 151:2 160:6 162:9 166:19 172:2 176:14 185:19 197:13 200:21 207:15comes 38:2 127:16, 17 147:4 171:20 202:1coming 29:9, 10 40:12 43:17 48:22 79:24 90:4 109:19 112:5 122:24 130:15, 15, 20 131:10 139:4 169:7 172:6 173:2 188:17 191:21 193:24, 24commemorates 90:3commemorized 28:13commend 188:22comment 6:17 141:13 197:14 199:20 203:7Comments 5:4 6:16 32:7 79:8 100:19 101:21 103:3 122:12 125:4 132:3 199:18 204:14Commerce 170:20,24COMMISSION 1:4 4:4 5:7 15:24 20:5 21:25 32:1 36:20 38:20 42:10 45:8 52:10 53:6

54:21 55:19 56:10 58:4, 15 59:14 63:7 66:18 89:2 114:15 118:4 121:23 126:7 128:21 129:9 138:18 141:8 146:15 147:1 174:20 205:21 206:2 207:12 209:9commissioned 73:18 132:23 134:16 209:5Commissioner 49:4,5, 6 56:4, 5, 6 59:7,17 61:15 62:22 64:11 65:8 80:10 103:2 112:21 114:6 142:8 164:23commissioners 21:11 56:11 67:10 73:17 75:17 91:2 112:20 119:21 129:14commissioning 118:8commissions 114:10, 19 199:14commission's 37:15 47:11commitment 21:1 116:5 144:8, 9 146:1 203:18commitments 30:2 84:11, 20 85:5 88:23 184:25 185:3, 20, 22 186:5committed 59:13 69:8 187:6 193:13Committee 17:6, 9 18:6 47:19 54:4 117:2 118:24 123:23 125:12 126:7, 10, 24 127:1,19, 21 128:12, 20 129:4, 10 131:25 140:8, 18 141:10,14 144:15 145:8, 9 146:22 150:23, 25 162:14, 14 193:7

194:23, 25 198:4,15 204:12 205:20committees 20:7, 9,21 199:4common 180:10, 12 187:13communicate 38:14 42:24 59:1 96:20communicated 39:12communicating 40:4 42:5 44:16communication 151:12communications 71:12 84:16Communities 18:10,11 21:17 27:16 28:23 29:9, 24 33:24 38:9 41:11 46:2, 9, 12 49:12 62:2, 20 63:14 71:20 84:4 95:10,24 96:25 110:7 116:4, 7 119:6 121:23 124:14 145:6 147:8, 8 148:25 149:7, 22 150:13 157:22 166:19 171:21 173:22, 23 174:4,13, 24 176:22 186:24 189:25 195:14, 15community 10:15 16:18 22:3, 20 23:13, 25 24:1, 5,12 27:8 29:1 30:20 33:15 37:25 39:14 40:5 45:16,23 47:9 63:24 70:19 86:13 87:9 88:5 91:16 96:22,23 99:18 111:12 117:21, 24 118:3, 6,13 128:18 138:14 143:17 144:5, 6, 7 145:20 148:7 150:15 156:7 158:13 160:11



167:11 168:10 175:4 180:18 182:7 183:19 204:3community-driven 186:25community's 62:6compacted 6:8companies 51:9, 24 52:16 158:17Company 84:17 90:13comparable 182:19comparably 182:20compared 35:25 178:2, 11, 13compass 177:18compassion 95:13compensate 195:16compete 11:24, 25 162:16 175:20Competence 132:21competent 47:22competition 178:21 184:2competitive 11:24 167:2, 4competitive-edge 50:16compile 75:13compiling 88:16complementary 67:13complementing 72:20complete 158:20 185:2completed 24:14 25:12 67:20 90:7 131:3completing 39:5 83:14 183:4completion 25:10 26:6 27:17, 24 28:6 35:8 85:24 132:15 133:7 157:9 177:20 178:5, 7, 16, 24 180:21 184:4complicating 129:2

complications 89:8compliment 197:20component 116:9,10 207:1components 79:22 81:16composition 54:5,6, 8comprehensive 45:5 83:7 148:4 153:2 163:2 164:15 170:19 173:11 181:23 183:19comprised 37:21 38:23computer 12:10computing 14:8concept 79:15, 20,25 80:2 178:19concepts 80:14concern 129:14concerned 53:22concerns 55:15concerted 107:8concluded 208:14conclusions 151:2 197:10, 18concrete 59:4 125:19condition 103:25conducted 180:5conference 117:4 123:8 170:22 193:13 204:9, 10confidence 202:3confirmed 67:16congratulations 123:22Congress 145:7 146:24 153:10 163:1, 17 164:4 165:13 168:14 169:2, 14 170:5, 9 171:18 173:21Congressional 27:5 163:15Congressman 4:24 93:3 141:15 142:16 146:3, 5

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conversations 15:11 38:5 40:13 61:11 121:6 168:15 192:2convicted 93:20cool 205:22cooperation 170:10coordinating 114:11co-pay 108:18, 21co-pays 108:25copies 67:25 130:12copy 124:4core 86:14 152:23cornerstone 149:19Corporation 86:13Corps 145:16 153:11, 14, 23 156:3Corpus 18:1correct 53:19correlated 179:16cost 108:18, 21 165:17costs 184:12Council 4:15 18:21 73:20 85:7 86:7 177:2Counsel 84:1counselor 156:1counselors 110:15,20 153:1count 142:4counterintuitive 131:8counties 120:23countries 167:4country 20:18 21:18 28:21 29:25 38:6, 10 39:1 41:12 42:11, 12 43:7 71:17 84:5 85:8 95:10, 25 104:20 107:23 109:8 119:11 120:7, 22 124:9 149:13 167:12, 16 169:6, 12 171:11 173:8, 14 174:5 177:5country's 172:3

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immigrants 51:14 90:4 95:11Immigration 4:17 26:8 51:25 89:13 94:8 95:17, 20 97:4 128:23 163:2 164:15 167:20 170:16, 19 173:12impact 21:16 44:11, 22 47:7, 8 58:5, 15 63:13 75:10 84:7 101:10 103:21 104:10 192:3 195:14impacted 103:22impactful 61:20 148:22impacting 34:17impacts 48:20 182:25imperative 177:12implementation 137:2, 2implemented 88:9 183:17implementing 85:20 185:9 206:9implications 196:3importance 24:23 27:9, 10, 10 28:5 119:6, 25 120:6 121:2, 17 177:11important 20:15 27:2 33:22 42:8,23 43:6 48:3 55:9 57:19 60:5, 7 67:4,17 73:12 79:3, 16 96:22 115:5 124:7 130:14 131:9 136:5, 22 139:4, 15 155:16 168:9 171:16 176:7 184:13 192:12, 19 193:12 195:25 201:17 202:6 204:13 205:21importantly 22:5 23:3 31:17 65:17 117:6 138:13 140:3



impressed 168:24 207:23impression 102:9impressive 13:21 144:10improve 84:21 152:1 185:8 187:1improvements 146:17improving 150:19 153:4 184:10inaudible 12:10 15:9 16:17 18:6 34:7 35:24 37:8 43:12 46:11, 19 48:10 58:14 59:24 63:9, 10, 23 64:8,24 114:13 121:9 125:13 126:22 138:3 139:5 169:22 173:9 177:3 183:5 186:2 202:11inaugural 136:13incentives 80:14inception 166:20incidentally 175:8 207:7include 139:13included 12:23 26:14, 23, 24 27:1 63:24 64:3 152:24 179:9 180:16 182:24includes 13:7 14:8,8 69:5 72:12 83:6 107:20 149:6including 13:21 15:9 82:5 83:12 84:14 85:19 86:21 87:12, 14 120:14 170:19 180:7, 24inclusive 34:8income 61:24 107:5 177:25income-base 69:5increase 41:1 46:4 86:19 96:19 101:5 110:14 184:3

increased 85:24 104:20 107:3increasing 85:23 132:15, 20 185:4increasingly 88:2 180:20incredible 20:9, 12 65:15 118:21 135:14 143:4 146:11 157:12 159:10 183:8incredibly 42:23 43:6 162:9independent 55:6 57:20 72:7 84:1,11 202:9indicators 83:7 180:17individual 89:8 96:25 101:9 129:14 131:5, 6individually 48:17individuals 10:7 32:23 76:4 96:19 104:16 106:3, 14,15 108:1 109:19 110:2, 7 112:12 116:11 128:6 199:21industries 30:18 158:14industry 40:20 52:24 158:16inequalities 195:17infectious 12:11influence 56:15 57:14 70:21 75:10info 32:20information 27:1 28:16 30:7 32:10,11, 20, 24 37:2 41:13 42:20 43:4,6, 12, 15 46:6 66:13 68:9 69:2 74:4, 23 85:2 93:13 94:1 97:9 98:9 109:17 111:14, 15, 17 114:21 129:17, 24 176:7 200:24

201:17, 25 202:16,19 205:5informative 127:13infrastructure 103:24 149:5, 9, 14,20, 23 150:14, 16 155:20 156:14, 23 160:10, 12, 13, 15, 15infrastructures 145:14 155:13inherent 197:14inhouse 63:2in-house 25:22initial 105:21initially 80:5Initiative 3:4, 6, 8,10 4:7 19:6, 17, 21,24 23:2, 23 26:12 37:10 38:20 40:7 45:8 64:17, 21 65:3 66:11, 16, 19 67:22 72:4, 20 77:8 78:4 80:21 82:3, 24 83:19 84:2, 12 87:6 88:10 96:16 107:21 108:3 119:13 120:1 121:8 126:11, 14 129:13 132:24 146:17 176:12 193:18 195:6initiatives 39:22 64:14, 16 175:14 179:7 199:14 204:5, 16initiative's 24:9 37:14initiative-specific 77:15innovation 133:13,17 178:20 183:25 184:1, 6innovative 130:10 184:3 191:25 192:5, 10in-person 83:21input 15:7 23:17 127:7 181:7

INS 91:13, 15, 19, 21inside 155:17insightful 94:19insights 198:11inspiration 70:16inspiring 185:21, 22Instagram 28:12, 13in-state 200:15 203:2Institute 9:9, 12 27:6 89:25 90:3, 8institution 44:18 161:3institutional 133:16 179:16 182:15 196:3, 4, 6, 8institutions 41:7 43:22, 24 44:10, 17,21 80:19 88:2 133:24 179:15, 17,23 181:13 183:18,18, 19 184:7 185:11 187:4, 5, 12 195:19, 22 196:10instrumental 30:13 46:8 152:4 171:24insurance 104:19 105:4 113:13integrate 124:14Integrated 25:1 47:19 73:9 125:14,25 126:2intellectual 167:5intended 86:17 179:14intentional 208:9interact 91:7Interagency 4:10 29:13 37:5, 12, 16 47:25 58:3, 12, 21 59:5 114:10, 15interest 10:14 67:23 105:22 160:7 169:17interested 23:2 28:15 32:23 76:17 80:13 86:24 129:22 193:19



interesting 8:11 9:14 63:12 64:1 163:9 165:6 183:16interestingly 75:4interim 110:5internally 63:3international 167:14interns 26:22 75:6internship 158:20internships 41:19 158:15intervene 156:4intervention 182:18,23 183:12, 14 187:13 206:10interventions 182:3 185:6, 25intro 62:13introduce 19:13, 14 67:24 142:7introducing 142:16introduction 62:16 146:7introductions 7:14invest 31:8, 9 86:1 120:20investing 38:1 43:23 44:4 45:13,15investment 31:20 60:12 65:13, 21 87:13 121:3 195:20, 20, 21, 21investments 32:2 39:11 40:5 46:17 47:3, 7 120:24 121:5, 9, 9invite 127:2 205:10invited 176:13 206:14involved 12:17 27:19, 25 31:12 86:24 111:6 112:23 128:9 146:22 165:7involvement 66:3involves 187:8involving 125:19IPEDS 197:16, 16

ironic 167:18Irvine 13:7Islanders 64:22isolated 137:4isolation 80:4issreport 126:6issue 22:22 23:19 25:15 26:17 33:23 34:24 47:17 53:19 66:21 68:13 87:10 89:15 121:19, 21,25 129:1, 8 141:11 165:20 169:12, 18 170:4 172:13, 17 173:7 195:11 197:1issued 184:21issues 21:15 22:15,20 23:11, 15 25:8 26:8 47:18 49:19 54:24 56:18 57:14 111:1 127:7 134:14 146:23 152:12 155:5 165:9 167:20, 21 192:7 195:10 202:6item 89:5 173:25 193:11items 168:17iteration 164:16it'll 63:12 108:6 164:2 170:6its 38:20 44:4 49:13 50:6 65:19,19 66:19 83:4 87:6 88:2, 4 148:5,7 165:21 187:10 195:14

< J >January 184:20Jefferson 161:6Jersey 18:18JoAnn 2:8 17:19Joaquin 4:24 141:16 142:14, 16,17, 21 143:1, 7, 20 144:3 146:3 162:24job 47:2, 4 51:15 61:13 81:5 84:23 86:19, 20 95:2

131:6 134:25 141:6, 9 144:25 155:24 157:9 158:21 186:15, 16 203:18jobs 52:3 54:9, 16 84:18 149:16 169:21Joe 83:25Johnson 83:24, 24join 22:18 50:10 80:5 127:2 146:2joined 23:17 85:11 153:10joining 6:7 32:23 160:4jointly 128:24joking 138:22Jones 100:2journey 90:4, 8JP 84:16Juan 98:2Julian 142:24July 83:23June 92:7, 9, 11 93:7 133:5, 22 135:12, 12 190:8 191:7jurisdiction 151:8,9, 10, 25 152:3jurisdictions 80:15,20 192:4Justice 86:12 100:1, 14 145:5 202:6juvenile 145:5

< K >K-12 4:22 17:6, 8,11, 15, 18, 21 18:6,17 31:13 47:18 48:7 58:23 66:18 67:1 72:1 114:12 125:7, 12 129:10 131:25 137:9 152:21 186:19, 23 189:4 192:18 193:8 204:17keep 30:8 55:16 56:12, 12 88:22

98:25 101:4 106:18 126:7 161:18 162:19 177:18Keeper 4:12 26:11 66:16 82:15, 17, 24 83:4, 19 84:12 85:4 86:25 88:15,25keeps 40:11 43:17 92:21Kent 2:24 16:23kept 109:17 164:14key 26:21 30:1 40:11 45:9, 17 49:16 83:6 104:17,23 107:13, 20 109:11 124:2 204:17, 20kicked 24:16kicking 112:1kickoff 111:7kids 34:2 52:2, 14 117:19 166:22, 23 191:17 200:20 203:12, 13kill 12:16kills 12:15kind 7:14 8:10 9:3 14:16, 21 21:20 23:21 32:9 50:12 75:14 79:21 97:5 110:3 124:2 126:15 136:23 137:5 148:18 166:13, 21 168:7 177:14, 22 181:14 186:17 191:21 192:23 199:3 207:3, 10kindly 103:2 141:16kinds 69:22 182:2 184:9 185:25knew 109:14 115:18 169:7knocking 104:9know 6:11, 24, 25 10:2 14:17 20:4, 6 21:2, 2 22:6 23:6,



6, 7, 8, 20 25:5, 5 27:3, 16 30:16 31:5 33:7 35:24 36:4, 6 38:8, 22 40:19 41:3, 4, 6, 9,13 42:9, 18, 21 44:5, 6, 18, 23 46:1 47:18 48:7 49:23 50:10, 14, 18, 24 54:5 55:5, 21, 24 57:2 61:18 62:9,10, 17 63:25 64:5,7, 20 67:10, 17 68:8 69:21 73:2,13, 23 75:5 76:23 80:4, 16, 18, 22, 23 81:1, 4 82:23 91:20 92:20 94:8,17, 24 96:15 101:8,8 103:19 105:8, 10 106:4, 9 107:4 108:9, 15 109:5, 10 110:7, 8 111:21 112:3, 14, 24 113:17, 23 114:8 115:15, 22, 24 116:9 117:16 122:17, 18 124:22 125:9 127:24 129:22 130:14 131:23 132:11 136:23 137:23 139:15 141:7 143:19, 23 145:6 146:9 148:6, 18, 18,19 149:18 150:20,22, 25 151:1 152:5,13, 15, 24 154:17 155:3, 25 156:20,22, 25 157:7, 7, 16 158:4, 6, 25 159:10,18 161:16 163:5, 6,7, 24 164:6, 20 165:5, 18, 21, 23 166:18 167:3, 5, 15,25 168:7 169:7, 15,19, 21, 25 170:15 171:10, 14, 17, 21,22, 25 172:5 173:2,15, 20 174:1, 5, 21

175:5, 11, 13, 18 176:5 177:20 178:17, 22 180:2 187:21 188:1, 21,23 189:22 191:9,14, 19, 20 192:1, 8 199:2, 2 203:10 204:21knowing 79:20, 23 80:13 110:5 123:5knowledge 69:19 114:14, 20 118:22 123:17 150:25 190:4 201:2knowledgeable 94:15known 91:13 122:21kudos 60:3

< L >LA 46:9 98:18, 19Labor 50:8, 21 51:25 130:22 131:5, 11Laboratories 18:17laboratory 147:3, 3lack 151:12lacking 152:11ladder 80:1Lady 184:21 185:17lagging 53:2laid 177:3 181:17lamented 47:20land 7:23landmark 147:19landscape 133:24language 62:5 70:4 74:17 77:23 130:22large 39:14 45:16 46:1, 9 47:9 58:12 90:13 151:4 159:23 171:3 172:4 173:22 195:23largely 179:15larger 43:16 68:13

184:18largest 85:8LA's 17:8lastly 197:1, 19late 99:15 141:17 150:9 155:24 190:7 191:6, 21lately 97:10 157:17latest 66:15 164:16Latin 57:3Latina 133:25 194:16Latinas 131:16, 17,22 133:7 196:20Latino 4:19 22:3, 9 23:12 24:1, 12, 25 29:1 30:20 34:17,24, 25 38:17 40:5,10 42:18 45:13, 23 47:9 49:13, 23 50:4 56:18 58:9,19 62:1 65:19 67:1, 3 70:19 85:11 86:3 87:14,20, 20 88:4 103:12 104:25 106:24 107:20 109:12 111:25 113:1, 3 115:12, 12 118:10 121:21 123:4 124:10, 21 125:2 126:4 128:23 132:15, 21 133:25 134:11 137:13, 24,25 138:14 145:6,17 146:17 149:6 150:13 151:5 152:1 156:7 159:19 162:12 169:16 170:11, 12 172:4 173:22, 23 178:10 190:6 193:18, 23 206:10Latinos 33:16 35:17 37:19 38:2 40:18 41:2 44:7 46:1, 14 48:15 60:10, 14, 25 63:15 65:16 68:16 72:12 74:10 78:20

104:20 106:10, 14 107:4, 10 108:8 111:15 114:1 122:20 123:11 127:25 129:7 131:16 133:8 136:6 139:5, 21 147:4 148:24 157:7, 20 178:12 196:20Latino's 116:8 132:17laughter 146:6Laughter. 8:17 55:6 91:19 122:11 135:22 142:20 163:4, 9 191:3 203:22 205:25launch 7:15 83:18launched 23:24 24:21 26:12 28:11 37:12 72:4 82:24 83:25 181:7LAUP 119:22 120:1Laurene 84:18Law 82:3 95:20 143:20, 22 150:2, 3lay 149:8 174:7layout 100:13lead 29:21 177:5, 5leader 142:5 144:24 145:1leaders 23:25 25:6 30:12 50:18 71:20 84:2 85:7 88:12 107:20 118:6 181:3Leadership 4:21 21:12 24:16 34:25 41:6 47:12 55:16 65:19 115:8 119:3 143:5 148:9 162:5,10 176:20 186:8 189:22leading 23:5 32:11 84:10leads 43:21 54:20leaning 45:9 193:17leaps 169:11



learn 83:12 88:23 182:4 191:22learned 47:1 55:24 113:21 118:9 189:23learners 61:9 63:14 77:23 82:4 123:10Learning 4:22 16:16, 19 18:23 24:17, 18, 23 29:3 31:13 48:5 58:22 60:1 80:19 114:20 116:22 117:5, 11,23 119:3, 6, 19, 25 120:6, 14, 15, 18, 21,24 121:10, 20 123:11 124:18, 20 147:25 165:19 182:2 184:11 189:3, 10, 12, 13, 15 190:6, 12, 13, 17 191:17 192:20 206:3Learning, 130:9learnings 189:19leave 98:10 99:7 112:13leaves 167:6led 100:24 123:10 147:16 164:18, 21,21legal 97:7legislation 135:7 174:13 205:6legislative 152:14legislature 121:11 144:13 146:21 152:13 157:1 163:19 175:20legislatures 171:21lessons 113:21 189:23level 22:12 44:18 53:25 65:16, 17 81:18 83:13 88:13 101:25 108:7 120:19 121:10 207:23levelled 9:16

levels 71:18 133:16 166:16leverage 21:13 42:16 45:22 46:8 48:24 51:23 56:15 57:4, 14 58:5 64:16 133:17 198:10, 20leveraging 45:18liaison 98:6librarians 98:8libraries 7:6 98:8Lievano 2:12life 50:2 75:10 85:12 87:2 94:25 149:18 193:21 194:7lifelong 114:20 204:23lifetime 104:13 161:13lift 88:13lifting 84:6lights 8:24likes, 36:2likewise 21:8liking 8:2Lilly 129:22 194:13Lilly's 129:20Lily 2:10 99:9limitations 177:16 197:15limited 73:14 79:15 188:3 199:25limits 104:13line 65:22 182:1lined 109:8lines 129:18 178:9linguistic 62:6, 19linguistically 61:22 107:10link 32:22 38:8, 21 41:25 43:13 49:19 96:18linkage 57:8, 11linkages 57:4linked 141:3links 71:7Lisette 2:17 16:11 17:25 34:22

123:20 132:6, 10 135:13, 17 141:5 195:7 197:15, 20 198:15, 16list 33:13 34:12, 12 46:20 75:19, 21 146:9 168:16, 17 203:21listed 127:9listen 46:18 97:17listening 83:21 87:8 192:16literacy 26:8 109:6 130:22literal 150:12literally 62:17 68:1 80:21 81:2 140:18 149:24 159:22literature 192:20little 7:18 8:15 11:12 29:14 33:17 41:1 53:4 66:12 69:19, 19 74:1 82:21 93:23 101:17 106:7 113:2, 14 124:9 126:12 127:14 129:19 131:1 136:7 138:21 140:20, 20 141:13 158:7 163:4 197:6 202:16 205:24live 16:9 17:5 32:18 71:5 117:17lived 161:9lives 21:16 87:5 143:3, 19 194:5living 53:13living-wage 61:4Loan 69:10loans 10:21local 62:6 81:17 88:13 99:17 107:15 111:12, 21 133:16 171:20 174:13, 23, 24 175:4, 14 201:11 202:20locales 151:23

locally 50:25 147:24 153:23locals 200:8 201:24located 190:10, 11Lochte 1:19 209:4,20Lockheed 158:17Locust 209:21logic 133:9, 11 134:1, 18London 12:25long 6:12 11:9 14:18 20:13 37:15 50:11 97:8 101:9 106:1 133:2 147:7 161:9 168:16, 17 169:5 208:7longer 53:16 68:13 91:19 103:24 113:14 154:11 180:21 182:25Longoria 131:13long-term 87:1 140:14look 6:3, 4 13:19 15:10 20:25 29:6 36:1, 16, 24 37:1 53:5, 21 54:12, 14 60:4, 13, 21 63:19 80:16 82:2 93:25 124:21 127:14 130:13 154:6 161:19 169:25 196:24 207:17looked 50:12 166:16Looking 6:5 7:12 29:5 30:1, 11 40:13 45:21 53:20 59:12 72:17 91:3 96:16 99:12 123:25 138:7 140:6, 19 168:2 172:14 190:7 191:9, 12looks 22:5 131:10 197:6Los 16:14 17:8 119:7, 11 125:15losing 175:18, 18



lot 8:19, 20 9:8 10:14 15:7 21:13 33:8 35:8 54:22 61:23 73:5 90:17 92:13 98:1, 11, 22 99:1 104:10 105:22 109:2 111:3 113:21 118:11, 12 119:21 131:24 155:6 156:19, 25 157:8 164:9 166:25 167:4 175:19 177:13 180:23 187:8 190:9, 16 191:14 199:24 206:21 208:5lots 69:10 77:24love 33:17 60:8 63:16 70:13 136:1 187:23 188:11 204:11, 12low 27:17 53:23,24 61:24lower 98:2 157:11 182:20, 20, 20, 21low-income 178:5 179:21 180:14 182:9 184:5 185:1,4Lucerne 46:3, 12Luis 2:7 17:23 57:22 132:6 135:19 140:7 141:5 142:9, 10 149:2 198:14, 17, 19LULAC 107:21lump 54:13lunch 141:18, 19luxury 177:12

< M >Magic 83:24, 24magically 94:1magnifico 6:22mail 200:13main 7:22 8:23maintain 166:21 173:8maintaining 178:20

major 33:23 47:18 55:12 125:13 126:11 132:13majority 66:24 106:20 110:19 163:21, 21, 21makeup 165:13making 10:3 35:8 42:4 45:2 67:12 88:16 111:20 119:13 120:23 131:15 144:19 155:24 156:22 171:7 184:25 208:4, 8Making, 206:16male 85:10males 26:15 77:22 87:14mama 200:7man 142:10Management 40:25mandate 55:8 56:3mandates 64:19mandatory 186:10manifold 178:22Manny 16:20 122:7 190:23Manuel 2:23map 29:5 153:4, 6,20 154:7 165:15march 172:25marches 164:17Marco 3:5 4:12 19:16 26:16 66:9 73:22 81:23 89:3 126:12 195:7margarita 205:24margin 173:5Maria 2:12, 16 17:10 49:7 79:10 96:6 118:25mariachi 7:2mariachis 140:25Maria's 81:24Maribel 3:9 4:10 19:20 29:12 37:3,8 47:16 58:1 62:25 89:3 176:12

Mario 2:18 4:17 89:11 90:11market 81:3 109:12 130:22 131:5, 11 167:3marketing 79:11 189:22marketplace 105:17 110:11 112:7 113:12 114:3marketplaces 104:22, 23markets 70:7 71:3 73:1, 6, 9 104:23 106:24 107:13marks 90:4married 112:9Marta 2:25 17:16 51:5 139:15 197:4Martha 35:19 53:18Martha's 59:10Martin 158:17Martinez 2:13 17:4,5 35:4, 5 77:6 130:8 199:1Maryland 18:20 49:14 169:6 171:22mass 173:7master's 9:24 61:1 138:8match 140:13matched 86:5material 33:8materials 129:11math 52:8, 13matter 15:9 53:23 93:1 97:8 160:19matters 35:25maturity 143:11maximally 129:16maximize 76:9 110:12Mayor 119:13 121:12 148:10MBK 86:11 87:7M-E 70:6mean 11:11 17:18 32:12 35:23 36:2 57:22 108:22 115:9, 13 137:18

157:21 163:5 169:22 170:8, 12 172:13 181:21 203:18meaning 142:9meaningful 34:9 91:6, 7 95:11 148:6means 23:12 36:6 75:24 77:3 98:22 145:22, 25 156:7 163:21 173:14 199:24 201:16meant 138:11, 13 184:22measure 180:22measured 105:22measurement 180:17measuring 47:8 183:11mechanism 40:8 102:8mechanisms 38:13 40:24med 115:21media 27:16 28:8 36:5 42:19, 21 71:12 85:3medicaid 106:25 113:8, 17medical 13:17 150:4, 6medicare 171:8medium 133:1medium-term 140:13meet 37:22 48:17 103:6 144:11 181:21 190:15, 18Meeting 1:9 6:22 28:13 93:2, 3, 4 97:16 118:5 125:16 128:20 135:12 141:22 142:2 187:22 189:19 192:17, 25 194:10 207:17, 22 208:11



meetings 25:16 46:24 55:11 94:17 192:3Melvin 2:14 17:7, 7 76:6, 19member 15:23 17:14 18:21, 22, 22 65:11 134:25 145:7, 8members 6:6, 13,21 19:11 20:8 21:7 68:10 82:13 99:18 132:18 146:15 163:22 197:4 198:15 201:17, 25 202:12membership 202:3memo 109:14men 83:1, 9 84:7 85:12, 18 86:8, 22 87:12, 20 88:7 90:7mental 145:4mention 12:6 71:9 81:10 90:25 118:24 122:6, 16 157:15 192:18mentioned 45:6 46:2 66:9 70:15 74:6 77:16 78:19 98:14 103:5 113:10 149:2 165:14 204:21 206:6mentioning 7:14 197:15mentor 146:11mentoring 79:21,25 87:3mentors 84:23 87:1mentorship 84:23 86:20Mercedes 2:12merging 46:2merit 10:24 11:1message 78:14 121:14met 83:19 94:20 97:17 98:5, 6, 7 142:21

metropolitan 49:12Mexican 97:21, 22Mexico 16:17 90:16 96:9 97:19 98:1, 25 99:4 100:8, 22, 23, 25 101:1 105:1 121:7Miami 17:2 19:10,10 119:20 120:10Michigan 105:4mid-career-level 61:3middle 74:15midnight 8:25, 25midst 125:20midwest 136:1migrant 98:3Migrate 97:18Mildred 2:11Miller 174:9million 10:20 12:3 70:7 85:9 86:1 91:17 98:21 105:9,11, 13, 19, 20, 23, 23 106:15 107:4 121:8 135:21 183:25millions 63:5, 5, 8 117:12 174:18Milly 18:24 34:23 140:10Milly's 41:5mind 188:13 206:16mindful 95:16 96:11minds 167:16 168:3, 11mine 59:24 142:17minor 129:5minorities 38:23 51:11minority 15:1 52:12 54:12 66:24 147:8minority-serving 43:22, 24 184:7minors 129:1minute 92:15 105:15 126:1

minutes 102:20 116:15 129:19 142:6 199:25misinformed 197:11missed 134:6misses 54:6missing 23:19 33:12 150:15 160:12mission 159:25 180:23missions 155:13Mitchell 44:14 57:7 139:10mix 137:9mixed 110:25Mo 65:25 118:24mobile 97:23mobility 177:13mobilizing 135:14model 38:13 63:3,18 148:13 154:3, 6 158:11 190:12 198:2modeling 64:23models 24:6, 7 34:7, 10 191:23, 25 200:20Modesto 2:3 17:2modifications 144:17Molina 200:3, 5mom 11:2 158:6moment 20:22momentarily 122:25momentum 164:14money 11:3 31:21 62:19 131:7 162:15 174:25 184:1 195:18 196:11, 15 203:12money, 174:17Monica 2:13 17:4 35:5 130:8, 11monolingual 131:5,7Montgomery 18:21 50:1month 48:12 56:23 71:3, 5, 10, 12, 24

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navigators 110:16,21NBA 84:14, 14NCC 84:5NCLR 107:21NEA 99:16 194:16 200:6, 10 201:11, 13nearing 151:5nearly 85:9 105:12,18necessarily 43:8 61:25 74:11 79:4 137:11necessary 195:20need 14:22 22:6 23:20 25:6 26:15 31:8, 9 33:20, 20 35:13 38:6 40:15 41:12 47:23 49:25 51:12 53:25 54:3,21, 25 55:1, 10, 23 68:15 70:24 79:1,8, 19, 22 88:5, 21 98:11, 12, 18, 22, 23 99:5 100:10 102:17 106:17 110:4, 6 116:12 120:19, 20 121:25 126:17 127:7 129:22 131:21 145:11 156:4 161:24, 24 162:2 168:16, 17 170:13 172:21, 21 189:11 190:4 191:8, 19 193:3 195:12 196:13, 17 199:2 200:19, 20needed 110:3 144:9 148:12 203:15needing 56:15needle 137:5needs 6:15 15:7, 7 39:15, 22 46:18 53:12 55:17 56:18 58:19 88:4 92:14 114:22 123:2 144:20 173:24

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19planned 143:18, 20planning 69:23 148:13 205:9plans 39:25 40:14 63:13 64:15platform 40:8 45:14platforms 38:14 42:22play 45:9, 17 87:4played 194:7Player's 84:14plays 81:17please 75:24 76:22 77:3 94:12 95:16 96:10 116:16 137:19 146:2 154:5, 25 189:12 191:8 195:5 206:13pleased 49:9 94:22 101:22 117:5 202:7 207:9pleasure 16:22 112:18 117:1pledge 85:11 86:8,25plugged 57:2plural 197:24plus 14:1pockets 190:4podium 171:2poignant 87:24point 36:8 39:7 41:5 42:7 48:12 49:18 53:3 54:6 56:14 59:10 65:1,11, 23 81:7, 20, 24 100:4 115:10 125:24 126:13 128:3, 25 145:18 148:1 164:3 192:17pointed 129:20 177:18points 50:9 59:20 107:9 108:11police 98:7policies 39:21 128:17

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recognize 20:22, 24 115:10 136:17 193:24recognized 120:1 179:25recognizes 124:19recommend 66:2 79:14 87:24 199:2recommendation 198:19recommendations 29:7 83:10 84:13 86:16 132:25 140:14 198:21recommending 29:17reconvene 189:5record 116:18recruit 51:14 72:10 78:1 80:22 84:22recruited 68:23recruiting 78:6 167:14Recruitment 4:12 33:23 66:14 67:21 68:8 72:23 76:12 77:7, 14 79:15, 19 80:3 81:25 126:11 127:8, 20reduce 84:20 85:22reducing 83:16 184:11redundancies 154:10, 18, 19redundant 198:22reenforce 196:9refer 91:4 141:13referenced 90:1referring 98:25refers 192:21reflections 151:3reflective 40:16, 20,21reform 163:2 164:15 170:19 173:12reforming 157:4reframe 169:15reframing 169:3

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Sanchez 2:23 16:19, 20, 20 65:9,10 122:7, 10 190:25Santa 16:10SAT 182:20Saturday 204:24Saturdays 203:17Saucedo 90:20, 21savvy 94:16saw 32:12 59:15 62:14 89:22 98:17 102:3 117:20 144:3 146:8 161:8saying 6:14 54:12 59:20 78:14, 25 139:18 163:8says 62:5 93:25 174:16 200:14scalable 133:15scale 54:2 152:5, 5 183:15 187:10, 15,17scaled 24:6scales 10:19scaling 85:20 151:16 155:4scammer 95:21scams 95:17scared 200:22, 23schedule 148:19 188:1scholars 134:17, 20scholarship 26:24 27:1, 6, 11 88:6scholarships 10:21,24 11:1 41:19 69:12 201:21school 11:22 12:22 14:19 16:24 18:22 30:16 33:16 38:23, 25 39:5 50:20 52:2 58:23 66:24 67:1 74:15,15, 16 80:18, 25 81:2, 13 83:12, 14 84:21, 21 85:8, 17 86:6 95:1 99:17 115:21 138:7, 11,12 143:20, 22 147:6, 11, 17

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4 PRESIDENT'S ADVISORY COMMISSION ON EDUCATIONAL

5 EXCELLENCE FOR HISPANICS

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9 Fall 2014 Public Meeting

10 Wednesday, September 3, 2014

11 9:00 a.m.

12 The University of Texas at San Antonio

13 Downtown Campus

14 501 W. Cesar Chavez Boulevard

15 San Antonio, Texas 78207

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19 Reported by: Terry L. Lochte, CSR

20 Hoffman Reporting & Video Service

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Page 21 A-P-P-E-A-R-A-N-C-E-S2 Alicia Abella3 Modesto Abety-Gutierrez4 Sylvia Acevedo5 Alfredo Artiles6 Alejandra Ceja7 Luis Fraga8 JoAnn Gama9 Patricia Gandara10 Lily Eskelsen Garcia11 Mildred Garcia12 Maria Mercedes Lievano13 Monica Martinez14 Veronica Melvin15 Nancy Navarro16 Maria Neira17 Lisette Nieves18 Mario Ortiz19 Eduardo Padron20 Adrian Pedroza21 Darlene Robles22 Ricardo Romo23 Manuel Sanchez24 Kent Scribner25 Marta Tienda

Page 31 FEDERAL STAFF PRESENT:2

3 Alejandra Ceja, Executive Director, White House4 Initiative on Educational Excellence for Hispanics;5 Marco A. Davis, Deputy Director, White House6 Initiative on Educational Excellence for Hispanics;7 Emmanuel Caudillo, Special Adviser, White House8 Initiative on Educational Excellence for Hispanics;9 Maribel Duran, Chief of Staff of White House

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3 Greetings 6Dr. Eduardo Padron, Chair, President's Advisory

4 Commission on Educational Excellence for Hispanics5 Welcome Remarks 7

Dr. Ricardo Romo, President, The University of6 Texas at San Antonio7 White House Initiative on Educational Excellence

for Hispanics Updates & Q&A8

2013 Accomplishments, 25th Anniversary Year 219 of Action, Alejandra Ceja, Executive Director

10 Federal Interagency Working Group on 37Educational Excellence for Hispanics, Maribel

11 Duran, Chief of Staff12 Hispanic Teacher Recruitment and My 66

Brother's Keeper, Marco Davis, Deputy Director13

White House Updates and Q&A14

College Opportunity Summits, Ajita 17615 Talwalker, Senior Policy Advisor, Domestic

Policy Council16

Deferred Action Childhood Arrivals, 8917 Mario Ortiz, San Antonio District Director,

U.S. Citizenship and Immigration Services,18 Department of Homeland Security19 Affordable Care Act, Gina Rodriguez, 103

Director of Latino Affairs, U.S. Department20 of Health and Human Services21 Subcommittee Leadership Presentations22 Early Learning Subcommittee 116

K-12 Subcommittee 12523 Postsecondary Subcommittee 13224 Remarks,

Congressman Joaquin Castro 14625



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3 Subcommittee Breakout Discussions 1894 Report Out and Next Steps 189

Subcommittee Chairs5

Public Comments 1996

Closing Remarks and Adjournment, 2077 Dr. Eduardo Padron, Chair, President's Advisory

Commission on Educational Excellence for8 Hispanics9

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Page 61 CHAIRMAN PADRON: Let me start. By2 the way, I'd like to say to you, we have great3 attendance today. But as I look around, there's no4 question y'all look very prosperous, and that's a5 good sign. Looking forward to a great discussion6 today. I want to thank also the members of the7 public and the university by joining us this8 morning. We have a compacted agenda, but I promise9 to finish on time. So with your help, we're going10 to do that.11 For -- You know, because this is a12 very long table, it's very difficult to identify13 some of the members. So as you speak, I would14 suggest that you start by saying your name for the15 benefit of our court reporter, who needs to identify16 the comments. So every time you wish to make a17 comment, have a question, whatever, if you would18 state your name, it would really facilitate her19 work.20 So with that, let me also start by21 expressing our gratitude on behalf of the members to22 the great host of this meeting, el magnifico victor23 of the University of Texas San Antonio, who, last24 night, raised the bar. I know some of you are now25 very nervous, because after this, I don't know how

Page 71 we can do any better. But it was a great welcoming2 dinner, with mariachi and everything, a real treat.3 You outdid yourself. And also the4 wonderful present, unexpected, that you gave to us5 with which I'm sure will be a special addition to6 our libraries. Very beautiful.7 So with no further adieu, I'd like to8 ask Dr. Romo to welcome you to San Antonio and to9 the university.

10 (Applause.)11 DR. ROMO: Thank you all for being12 here in our beautiful city. We've been looking13 forward to this visit for some time. Thank you for14 your kind introductions in mentioning about the15 events last night. We did, in fact, launch this16 thing pretty well last night. We ate well.17 This is the downtown campus. So I'll18 say a little bit about it, because you're not going19 to get a chance to see all of -- all of UTSA. And20 so this is the downtown campus. This is the newest21 part of the campus. It was built in '98. The22 campus -- The main campus that sits on 600 acres of23 land is on the other side of town. That's where I24 reside, and most of our students are over there.25 That campus was started in '72. So it's a

Page 81 relatively new campus, less than 45 years old.2 This campus, I have a partial liking3 to it. I grew up about ten blocks from here, the4 other side of the tracks. If you go that way, down5 Guadalupe Street, right past the housing projects,6 that's where I was growing up. And I had never7 thought that as an adult I'd end up being the8 president of a university down this side of the9 street.

10 And I will say, it was kind of an11 interesting neighborhood. There were at least four12 bars within a hundred yards of my house. And I used13 to walk by, and there'd be singing in the bars, and14 I'd wonder, what are those guys doing? But they15 were having a good time. And I think a little of16 that came off of me too, so that's...17 (Laughter.)18 DR. ROMO: Let me say that because we19 have a new campus, there's a lot of new traditions,20 a lot of things that we -- We just got -- recently21 just got a football team as an example. We just22 got -- We celebrated the other day, just two weeks23 ago, the new entrance to the main campus. So we put24 lights on, and we had -- The students wanted to do25 it at midnight. So we had 1500 students at midnight



Page 91 to celebrate the opening of the new gated entrance2 to the campus. So we talk about all our new3 traditions, and this is that kind of campus, where4 everything -- we often say, today we -- we did this,5 and this is the first time in history.6 Well, in terms of our campus -- By7 the way, if you have a chance and you -- there's a8 lot of nice museums here in town. And one of them9 belongs to us, the Institute of Texan Cultures. And10 this is Cesar Chavez. And you go down Cesar Chavez11 to the end, which is about ten blocks towards town.12 And the Institute of Texan Cultures is very -- It's13 basically a museum of Texan activities. It's really14 interesting. And if you have a chance, go by there.15 Our campus is now 29,000 students.16 We reached 31, but we levelled off at 29. Of that,17 25,000 are undergraduates, and 4000 are graduate18 students. We have quite a bit of exciting things19 going on in terms of the development of our20 programs. So less than ten years ago, we had three21 doctorate programs. So we've added 21 doctorate22 programs in a decade. So we're moving fast, and we23 want to add some more. We have 61 bachelor's24 degrees and 50 master's degrees and, as I said, 2425 doctorate programs.

Page 101 The exciting thing about this place2 is, you know, you get a chance to just see history3 in the making. So when I got here, we graduated4 2500 students. I was really happy. Shook every5 hand. This past year, we graduated 5800, and I did6 not shake every hand. So 5800 is folks walking out7 the door with degrees and happy, happy individuals.8 We have moved fast. We now have9 100,000 -- 100,000 graduates, which is exciting. I10 was visiting, this past weekend, North Carolina11 State and Duke. And Duke was founded in something12 like 1830s, and it had 140,000 graduates alone. So13 we have 100,000 alone in less than 45 years. So14 it's moving fast. There's a lot of interest in15 education in our community, as well there should be.16 The other change for us -- and this17 is the themes under which we sort of talked about --18 accessibility and affordability. On affordability,19 we're off the scales. We only charge 8000 tuition.20 And we have about 220,000 -- million dollars of21 grants and scholarships and loans. This year, for22 the first time -- We always -- There's always some23 occasion to say "for the first time." We've never24 had any scholarships on merit, ever, in our history.25 This year, for the first time, 500 students will

Page 111 arrive with scholarships on merit because they were2 good students, but mom and dad both worked at3 Walmart and they made too much money to qualify for4 assistance, so they didn't get assistance. So now5 we have some assistance for the really top students.6 The consequence of a change for us is7 that accessibility. We're very affordable, we're8 very accessible. As I noted, we have 31,0009 students. Long ago, we were an open university.

10 And open works to some extent, but it really does11 mean that you take students who are really not ready12 for college. So this time, we qualify them a little13 bit more. And 75 percent of our new class, which14 is, by the way, 5000 brand new freshman, 500015 freshman -- 75 percent are the top quarter. So16 we're moving up -- 20 percent of the top 10 percent17 of their class. And that's really exciting, because18 if you're in the top 10 percent, you can attend any19 university in the state of Texas. And most will20 attend UT Austin and A&M. But now we're capturing a21 sizeable number of students who now see that this is22 a quality school.23 And I think now I see UTSA as24 competitive. We -- We actually will compete with25 very good schools now. And the reason we compete

Page 121 with very good schools is because we have built up2 our research activities on the campus. We do about3 75 million in research sponsorship. And it's not4 bad for a growing campus.5 So our strengths our many, but I'm6 going to mention several that just have won us some7 awards. We just got a big -- We just got a big8 award as an example, like in the 10-million-dollar9 range, for doing food security in Africa. And with

10 computer (inaudible). We just got another11 ten-million-dollar award for infectious diseases.12 We have the only place in America that has the top13 area of research being done on biological weapons in14 terms of one particular weapon into an area, which15 is rabid fever, and it kills you. Just drop dust,16 and it can kill you. Well, the Russians have all17 the holdings of that. So we're very involved in18 stuff.19 Now, one of the reasons -- We don't20 want to just be accessible. We want to be quality.21 We want the schools to -- the students to come to a22 good school and feel like they got a good education.23 So I've included a few things on the bragging24 rights. So this year, for the third year in a row,25 The Times in London ranks the top young universities



Page 131 in the world. Now, there's 17,000 universities, and2 they take the top 100. Of the top 100, eight3 American universities made it as the top young4 universities 50 years and younger. We were again in5 that category. So we are among the top young --6 young guns in America -- in the world with this7 ranking. And it includes UC, UC Irvine, and us and8 Dallas and University of Chicago, Illinois campus.9 Well, the other rankings that we just10 got about three weeks ago, this is the world11 rankings for all the universities, and in that12 particular one is called The Center for World13 University Rankings. We were ranked -- And they14 ranked only the best 1000 universities. And in that15 1000 best universities in the whole world, we got --16 we got ranked 256 in the world, but 103 in America.17 And seven medical schools are in there. So really,18 we're in the about 96 best universities in America.19 Now, if you look at the peer group20 that's right above us and right below us, it's quite21 an impressive group of universities, including we're22 ahead of the University of Alabama, as an example.23 And we're ahead of the University of Arkansas, as an24 example. So there's really good schools in that25 category. So to be in the top 100 best universities

Page 141 in the America is a plus for us.2 So how do we get there? We get there3 by building up centers of excellence. So one center4 of excellence is just an example. Ten years ago, we5 weren't even in the top 25 in cyber security6 programs. This year, we got number one in America.7 We beat out Purdue. So in cyber security, which8 includes cloud computing, which includes protecting9 yourself, we're the number one program in the U.S.10 And in the small business11 development, which is upstairs on the fourth floor,12 there are 1000 centers in America for -- for helping13 small business development folks who are number one14 in America. Again, so we went into Washington to15 receive an award.16 So in terms of those kind of17 rankings, I think we -- you know, we're moving up.18 We've got a long ways to go. We're not a -- We're19 not a school that's been here 100 years or 150 years20 like some schools here in Texas, but we're catching21 up fast. And we're providing the kind of quality22 education that students need. And by the way, our23 Hispanic population last year was 50 percent. So we24 are 50 percent Hispanic and almost 10 percent25 African American. So we're about 60, 65 percent

Page 151 minority campus. And that has been consistent for2 the last 15 years I've been here.3 It's wonderful to have you here. I'm4 especially proud to be a colleague of yours and to5 work with you all and see all the good things that6 can be done. I think -- Honestly, I think our7 government needs us, needs our input for a lot of8 topics here that we talk about, which come up again9 and again, including (inaudible), as a matter of

10 fact. So stay the course, do good work. I look11 forward to all the conversations today.12 Thank you, Mr. Chairman.13 Thank you, Alejandra, for choosing us14 to be your host. We're very proud of that15 distinction. And it's another first for us. How16 about that?17 (Applause.)18 CHAIRMAN PADRON: Dr. Romo, thank you19 again for your great hospitality, which is extended20 to your staff, have been fantastic. And we're very21 proud of their accomplishments, not only for the22 university, but for the City of San Antonio. You23 make us very proud and proud to have you as a member24 of this commission.25 DR. ROMO: Thank you, sir.

Page 161 CHAIRMAN PADRON: I think it would be2 appropriate if we go around and state our names and3 the organizations we represent, if any. And let's4 start with Sylvia.5 MS. ACEVEDO: Hi. I'm Sylvia6 Acevedo. I'm very excited to be here as part of the7 Early Childhood Subcommittee.8 CHAIRMAN PADRON: What city?9 MS. ACEVEDO: I am fortunate to live

10 in Santa Barbara, California.11 MS. NIEVES: Hi. Lisette Nieves from12 New York City. I'm happy to be here.13 MS. ROBLES: Darlene Robles from14 Los Angeles.15 MR. PEDROZA: Good morning. Adrian16 Pedroza. Also on the Early Learning Subcommittee,17 from Albuquerque, New Mexico, (inaudible)18 Partnership for Community Action.19 MR. SANCHEZ: Early -- Early Learning20 Subcommittee, Manny Sanchez, Sanchez, Daniels and21 Hoffman, Chicago, Illinois. And it's always a22 pleasure to visit good-old San Antonio.23 MR. SCRIBNER: Buenos dias. Kent24 Paredes Scribner from Phoenix Union High School25 District in Phoenix, Arizona.



Page 171 MR. ABETY-GUTIERREZ: Good morning.2 I'm Modesto Abety from Miami, the retired former3 president and CEO of the Children's Trust.4 MS. MARTINEZ: Hi. I'm Monica5 Martinez. And I live in the San Francisco Bay area.6 And I'm on the K-12 and Higher Ed Committee.7 MS. MELVIN: Veronica Melvin with8 LA's Promise in Los Angeles, California, on the K-129 Committee.10 MS. NEIRA: Maria Neira from New York11 -- New York State, K-12 Subcommittee, representing12 AFT.13 MR. ARTILES: Buenos dias. Alfredo14 Artiles, Arizona State University. I am a member of15 the K-12 Subcommittee.16 MS. TIENDA: Good morning. Marta17 Tienda from Princeton University. And I'm on the18 K-12 -- I mean, on the Higher Education.19 MS. GAMA: Good morning. JoAnn Gama20 from South Texas, Edinburg, Rio Grande Valley area.21 And I'm on the K-12 Subcommittee, and I work with22 IDEA public schools.23 MR. FRAGA: Good morning. Luis24 Fraga, now at the University of Notre Dame. And I25 am cochair with Lisette Nieves of the Postsecondary

Page 181 Education Subcommittee. Originally from Corpus2 Christi, Texas, down the road.3 MS. GANDARA: Buenos dias. I'm4 Patricia Gandara. And I'm on the faculty at UCLA5 and codirector of the Civil Rights Project6 (inaudible) there and cochair of the K-12 Committee7 with Dan Cardinali, who, if he were here, might be8 sitting right at this spot, and who is Executive9 Director of -- families -- no --10 MS. NIEVES: Communities In Schools.11 MS. GANDARA: Yeah. Communities In12 Schools. Yeah.13 MS. ABELLA: Morning. I'm Alicia14 Abella, and I am the vice president of a nonprofit15 organization called the Young Science Achievers16 Program. I'm also an assistant vice president with17 AT&T Laboratories. And I am with the K-1218 Subcommittee. Oh, and I'm from New Jersey.19 MS. NAVARRO: Buenos dias. My name20 is Nancy Navarro. I am from Maryland where I serve21 as a council member on Montgomery County. I'm a22 former school board member, and I am a member of the23 Early Learning Subcommittee.24 MS. GARCIA: Buenos dias. Milly25 Garcia, president of California State University in

Page 191 Fullerton, California, and I am on the Higher Ed2 Subcommittee.3 DR. ROMO: Ricardo Romo, Higher Ed4 Subcommittee. Thank you.5 MS. CEJA: Alejandra Ceja, the6 Executive Director of the White House Initiative on7 Educational Excellence for Hispanics and originally8 from Huntington Park, California.9 CHAIRMAN PADRON: Eduardo Padron,

10 Miami Dade College, Miami, Florida.11 And we have other members of the12 staff who are here. Where are they so we could13 introduce them? Could you guys come over and14 introduce yourselves?15 MR. DAVIS: Good morning, everyone.16 Marco Davis. I'm the deputy director of the17 initiative.18 CHAIRMAN PADRON: Do I have anyone19 else? They're working. Okay.20 MS. DURAN: I'm Maribel Duran, chief21 of staff of the White House Initiative.22 MR. CAUDILLO: Good morning. My name23 is Emmanuel Caudillo, special advisor with the White24 House Initiative.25 CHAIRMAN PADRON: Wonderful.

Page 201 Next on the -- on the agenda, we have2 an update from the staff. But before we get into3 that, I'd like to say that I'm very proud, and I4 know you share the feeling, of the wonderful work5 that this commission has accomplished to date.6 As you know, at the beginning, we7 divided ourself into three committees of work. And8 both the cochairs as well as the members of those9 committees have done incredible work that we can

10 take a great deal of pride on.11 On the other hand, we are very much12 aware that we have an incredible task ahead of us,13 that we have a long way to go before we really see14 significant advances in this subject that we're15 dealing with. And how important it is for our16 nation to make sure that this work continues and17 that we begin to see significant gains for Hispanic18 students all over the country.19 And as such, you're going to hear,20 later on, especially at the end of the morning, of21 the work of these committees. But I wanted to take22 a moment to recognize that, because sometimes we're23 working hard and doing the work but do not stop to24 really recognize the work that is -- that is done.25 As I look around, I'm so proud of the dedication and



Page 211 commitment that you have demonstrated to the task at2 hand. And I know it will continue until, you know,3 we're able to accomplish the goals that have been4 established.5 So with that, I'd like to ask our6 distinguished director to give us her update. I'm7 sure she's going to call the staff members to do8 likewise.9 MS. CEJA: Thank you, Dr. Padron and10 Dr. Romo, for hosting us.11 To all of you commissioners, thank12 you for your leadership this past fiscal year. We13 have been able to leverage a lot of your expertise14 in your networks and to really hone in on some15 critical policy issues and do outreach activities16 that have made a critical impact in the lives of17 young students, parents and communities across the18 country.19 I wanted to spend some time to just20 kind of go over some highlights of the year and then21 really want to dedicate some time to talk about the22 historic opportunity we have upon us as our 25 year23 anniversary will be celebrated next year, September24 of 2015. And I want you all to think about the25 opportunity we have as a commission to really set

Page 221 the tone and provide a framework for future2 administrations in terms of the state of education3 for the Latino community, what we've been able to4 accomplish over these past 25 years and, most5 importantly, what that future looks like and what we6 need to do to ensure that, you know, we continue7 to -- to have a focus on that North Star goal, which8 is to ensure that pipeline from cradle to career is9 prevalent, that we have more of our Latino students10 graduating from college.11 So I will just quickly go over what12 we've been able to do at the staff level. One of13 the things that we started was a webinar series.14 And this is an opportunity for us to be able to talk15 about critical policy issues that are at the16 forefront of what our colleagues at the Department17 of Education are working on. So what we've done is,18 we have an ed official join these webinars and talk19 about what's happening with the federal status of20 these issues are, and then we'll have a community21 stakeholder, somebody that has worked with us, that22 is working on this issue.23 So we've been very successful. We've24 averaged about 2000 stakeholders throughout these25 webinar series. We have been able to get some great

Page 231 feedback from folks that hadn't heard about the2 initiative that are interested in the work that3 we're doing. And most importantly, we've been able4 to connect them to that -- that federal official5 who's actually in charge of leading this effort.6 Many times we hear that, you know, they don't know7 which office to call or they get, you know, diverted8 into, you know, a call center where nobody really9 can give them an answer. And so we've been able to

10 really work with the education officials at the11 department to talk about these issues and really12 highlight the Latino narrative, what this means for13 our community.14 These are the -- The webinar series15 will continue in 2014, 2015, so these are the issues16 that we've highlighted. Obviously we welcome your17 input, we welcome you. Most of you have joined the18 webinar series, so that's great. But any ideas you19 have, if there's an issue that's missing that we20 need to pay more attention to, let us know. This is21 kind of the draft.22 We'll be starting it in October with23 our Bright Spots. And that's an initiative that we24 launched where we're basically trying to showcase25 the positive narrative of what community leaders are

Page 241 doing for the Latino community, and so identifying2 those programs that are working. We want to bring3 attention to those bright spots. And it's an4 opportunity for us, as we work with the business,5 the philanthropic community, to identify those6 models that are ready to be scaled up and how we can7 be supportive of bringing attention to models that8 are working that won't get a national spotlight had9 it not been for the initiative's reach and

10 connection with them. And obviously we are going to11 continue to focus on civil rights and postsecondary12 education for the Latino community. So all of this13 is in your folder, and we welcome your feedback.14 We just completed our policy forums.15 And I want to thank all of the subcommittees, your16 leadership. The first one we kicked off was on17 early learning. It was driven by the subcommittee18 on early learning. And I really want to thank you19 all, because you've helped us open your own Rolodex20 and bring these amazing experts to the table.21 That first one that we launched got22 grave reviews, because it was an opportunity for us23 to talk about the importance of early learning and24 have critical data that had -- that focused on the25 Latino narrative. And so it really set the tone for



Page 251 the others that followed, the Integrated Student2 Supports, Creative Artist Agency was also very3 successful. And like I said, these were driven by4 you all, so we really welcome the fact that, you5 know, you are really helping us identify, you know,6 those leaders that we need to bring to the table and7 how we can continue to bring that national attention8 to these issues.9 The postsecondary access and10 completion was also very successful. And you'll11 hear from our chairs about the next steps on all of12 these. The last one we just completed was at Pixar.13 We had a national policy for music and the arts.14 And that was something that our -- the staff drove.15 It was an issue that we had heard from stakeholders16 in our meetings that just doesn't always get17 attention, and we wanted to end on a high note, on18 music and the arts.19 We've averaged, for each forum, about20 150 stakeholders. Each one, there is a report with21 outcomes with the summary on our website. And so22 for us, this is an opportunity to also work in-house23 with our ed colleagues about some of the outcomes24 and findings that have taken place.25 We had a very successful -- The

Page 261 secretary does an annual Back-To-School Bus Tour.2 We had a very successful one last year here in South3 Texas. We're going to be continuing this year again4 with the secretary on the bus tour that's taking5 place in the south. We've got a town hall focused6 on college access and completion. We'll be doing a7 roundtable with parents and will be focusing on8 literacy issues and immigrant immigration and this9 year's bus tour.10 You'll hear more about the work we're11 doing on the President's My Brother's Keeper12 Initiative. Before the President had launched13 anything, this was also something that we had14 included in our strategic plan to really bring15 attention to the need to support our young males.16 So you'll hear more from Marco Davis in terms of the17 progress that we've been able to make on this issue.18 And earlier this year, here in19 San Antonio, we released a financial aid guide. And20 basically, this was an opportunity for us to put21 together some key resources for our students and our22 parents. Our interns in our office helped pull this23 together. We included a section on DACA resources.24 We included a section on scholarship resources. It25 had never been done at the department to have a

Page 271 publication that included information on scholarship2 resources. We thought it was very important for3 students to know that in addition to financial aid,4 that there's some organizations that are providing5 critical assistance, the Congressional Hispanic6 Caucus Institute, the Hispanic Scholarship Fund.7 So for us, this was an opportunity,8 as we go into schools, as we go into the community,9 to continue to raise awareness on the importance of

10 FASA and the importance of -- and the importance of11 scholarship aid and to have a section on the STEM12 fields and the teaching profession. So it's a great13 resource. It's available on our site. We have it14 available in Spanish and English.15 We've been able to do some great16 media in communities where we know that their FASA17 completion rate is low, to really bring attention to18 parents on how they can get start -- they can get19 involved and what resources are available to them at20 the Department of Ed.21 We want to have a series. The next22 one we want to do is on persistence on college23 access. And the third series would be on college24 completion. So these are opportunities for the25 subcommittees to also get involved in the work of

Page 281 the series.2 The secretary has been very helpful3 in terms of helping us amplify this guide. And if4 anything, it helps us start this conversation on the5 importance of college access, affordability and6 completion.7 And we have been trying to push all8 of the great work you all are doing on social media.9 Currently, our newsletter reaches 43,000

10 subscribers, and it continues to grow. We're on11 Facebook, we're on Twitter, and we just launched12 Instagram. So hopefully you guys will see this --13 this meeting will be commemorized on Instagram. But14 it's an opportunity for us to reach folks that are15 interested in the work we're doing, aren't based in16 DC. But it gives them some realtime information on17 some of the work that's taking place. So I18 encourage you to -- to -- if you're not on Twitter19 or Facebook, to start an account and follow us.20 We've had some great activities21 across the country. What we're going to focus on22 this next year is, we want to do more work in23 emerging communities. We really want to diversify24 some of the reach that we've had. We want to start25 focusing on those areas where we're seeing a growth



Page 291 of the Latino community where we can bring in some2 of the policy officials to talk about what's3 happening on early learning, to talk about parent4 engagement, to talk about higher education.5 And so we are looking to map what6 that outreach strategy is going to look like. If7 you all have any recommendations on areas or8 stakeholders that you want to connect us to, we will9 be coming up with those targeted communities that we10 want to do outreach to this coming year. And I will11 pause there.12 Before I turn it over to Maribel to13 talk about the Federal Interagency Working Group, I14 did want to spend a little time to talk about the15 25 year anniversary. I really want you all to think16 about how the subcommittees can support this effort.17 What we are recommending to the White House is that18 this not just be a one-day celebration that takes19 place next year, that it actually can become an20 anniversary year of action where we have targeted21 events that will lead up to a big celebration with22 the President.23 And what we're envisioning is that24 work in the emerging communities, critical town25 halls with our young people across the country.

Page 301 We're looking to cultivate 25 key outreach events2 and to also cultivate 25 new commitments that could3 possibly be announced the day of the celebration4 that we have.5 Obviously we're working with the6 White House closely on what exact date it will be7 on, but we don't have that information. We'll8 definitely keep you posted on that. But as you guys9 break into your subcommittees to think about how you10 can support us in the 25 year anniversary, you have11 amazing networks, we are looking to really cultivate12 relationships with business, philanthropic leaders.13 Dan Cardinali was instrumental in14 helping us have an event, Creative Artist Agency.15 We've had the event at Pixar. And so people are16 starting to see, you know, it's not just at a school17 that we're at, it's not just at a college, but that18 we're actually breaking into these industries that19 traditionally haven't had events focused just on the20 Latino community. So I really want you all to think21 about the contributions that can be made from the22 subcommittee in support of the 25 year anniversary.23 We are going to be working on a24 blueprint that will be released the day of the25 actual celebration. This blueprint is not a report

Page 311 that we want to just sit on the shelf. It's really2 to have a historical perspective of what has3 happened over these past 25 years, where are the4 gaps that continue to persist, and where are the5 opportunities for the future. We know what we're --6 what the data is telling us in terms of the7 opportunities in STEM, the different fields, where8 do we need to continue to invest, where does the9 federal government need to continue to invest so

10 that we can close those opportunity gaps. So that11 will be a report where we want the subcommittees12 involved. There will be a section on Early13 Learning, K-12 and Higher Ed. We want you to help14 drive those sections.15 We will have somebody on our team16 that will be focused just solely on helping us17 develop this blueprint. But most importantly, we18 want the blueprint to be thinking about the future19 and to really help us set the tone in terms of if20 there was an investment over the next 25 years,21 where do we put that money, where do we really22 target those resources.23 So I want you all to think about how24 the subcommittees can contribute to what I think is25 going to be a pretty historic opportunity for -- for

Page 321 this commission and to be able to highlight some of2 the critical investments that have been made since3 this President has taken office in support of4 education. So I'm -- If you have any questions, I5 can take them now, or we can --6 CHAIRMAN PADRON: Patricia?7 MS. GANDARA: Comments. With respect8 to the webinars, I think it would be terrific if we9 had like even a one-pager kind of summary of those

10 webinars with information about the contact11 information for people who were leading those.12 Because -- I mean, I can see that we can go -- I saw13 things up there, I thought, gosh, I wish I'd been14 able to hear that one. At least I can have a15 summary of what happened and who I could contact to16 follow up on it.17 MS. CEJA: So we do have -- The18 webinars do live online, so you can download each19 webinar. And each presenter has provided their20 contact info -- information, so we do have the21 PowerPoint presentations online as well. So we can22 send you the link. But we have made that available.23 And if individuals are interested in joining but24 can't, we do have that information available on our25 site.



Page 331 MS. GANDARA: I am thinking, though,2 of something that just is a summary. Because3 unfortunately, it's always not possible to do the4 whole hour to get through. If there were just a5 summary of it. And if there's a good PowerPoint6 that's easy to follow that's a summary, I think7 would -- you know, that might do it. But I like to8 be able to go through a lot of material quickly and9 then decide where to devote the time. So that would10 be one thing.11 The other thing, Alejandra, is, you12 asked if there was anything missing from the webinar13 list. And I didn't see anything up there about14 bilingual, dual-language education, which is a huge15 asset of our community that our young -- many of our16 Latinos take to school and to the workplace with17 them. And I would love to see a little bit more18 focus on that.19 CHAIRMAN PADRON: Well, I think20 that's great. We need -- We need ideas like that so21 we can plan the next set of webinars. Another one22 that I would say that is important is that of23 teacher recruitment, which is a major issue in many24 of our communities. Especially in the new areas25 where Hispanics are moving into, we do not have

Page 341 enough qualified Hispanic or bilingual teachers that2 teaches kids, so that is something that we will be3 following.4 Yes. Darlene.5 MS. ROBLES: I would like to see a6 webinar that talks about the department but also7 successful models (inaudible), of where it talks8 about the inclusive -- and how parents have9 meaningful engagement, at the webinar, to have those10 models presented.11 MS. NIEVES: Since we're creating the12 list -- thank you for the list that's there so13 far -- I would really want to see something done on14 technology, particularly what are the uses -- what15 are the usage patterns and also the trend in16 higher ed of using greater bits of technology, how17 do we think about those as impacting Latino18 persistence. Or if they're not, just something out19 there.20 CHAIRMAN PADRON: Remember to state21 your name so we make it easier for --22 MS. NIEVES: Lisette Nieves.23 MS. GARCIA: Milly Garcia. As more24 and more Latino presidents are retiring, the issue25 of Latino leadership in schools and colleges and

Page 351 universities is critical, and we should have a2 webinar on that.3 CHAIRMAN PADRON: Anyone else?4 MS. MARTINEZ: Hi. When I heard you5 talking about -- Monica Martinez. When I heard you6 talking about the different reports that were going7 to be generated about college access and college8 completion, I didn't hear a lot about making sure9 all of our students are college and career ready and

10 doing something very specific around that. We heard11 President Romo talk about the number of students who12 are entering his university who are under-prepared.13 And I think we really need to put a heavy emphasis14 on not just Bright Spots that are preparing our15 students for college and career, like IDEA schools16 and others, but really focus on what it takes to17 ensure that all Latinos are college and career18 ready.19 CHAIRMAN PADRON: Martha.20 MS. TIENDA: I'm -- As someone who21 got off of Facebook and doesn't have time to blog22 and do all those things, I wonder, what do -- what23 do those numbers really mean about how many24 (inaudible) and whatever? And how do we know it25 matters? So -- And compared to what? So if the

Page 361 numbers are growing, and we say, "Oh, look at this.2 We've got this many likes," what does it mean to3 have a like and to have a follower? Does it change4 anything? So, you know, I would hope that the5 social media doesn't become just an end in itself6 but a means to an and. And I would like to know:7 What is that end?8 CHAIRMAN PADRON: Good point. Anyone9 else?

10 Alejandra, I'd like to ask you on11 Patricia's suggestion of the one-page summary for12 the webinars. Is that a doable thing? Can we13 contract that out to get the one page on the various14 webinars that --15 MS. CEJA: So, yeah, we do have a16 summary, so we'll look at what we have online. But17 I think -- I think we should be able to do that.18 CHAIRMAN PADRON: It would also be19 good if we could have that added to the report of20 the commission.21 MS. CEJA: And each -- each presenter22 has eight slides, so it's not too much to go23 through. We ask each presenter to give eight24 slides. So we'll -- We can -- We can look at what's25 available. We do put a summary, so I would



Page 371 encourage you to look at our website, and we'll2 obviously send out additional information.3 So we're going to bring Maribel Duran4 to talk about our efforts around the Federal5 Interagency Working Group.6 MS. DURAN: Hello. Can everybody7 hear me? Great. So we'll try and do this8 (inaudible) talking to you. My name is Maribel9 Duran. I'm the chief of staff of the White House10 Initiative Educational Excellence for Hispanics.11 Last year, in November, 2013, we12 launched a Federal Interagency Working Group on13 Educational Excellence for Hispanics per our14 executive order. So in sync with the initiative's15 efforts as long -- as well as the commission's16 efforts, the Federal Interagency Working Group will17 work in sync with these two bodies aligned with the18 administration's efforts for the educational19 attainment for Latinos.20 And so this working group is21 comprised of 28 federal agencies and White House22 offices. We meet four times a year. And based on23 our second-term strategic action plan, which you all24 contributed to and have seen, the working group will25 move to again equip the community with the resources

Page 381 that the federal government has and is investing in2 when it comes to Latinos and education.3 So as you can see on the screen, one4 thing that we continuously heard from our travels5 and our conversations with different stakeholders6 around the country is the need for just more7 awareness of what the federal government is doing.8 You know, how can we strengthen that link between9 the federal government and the communities across10 the country? What is ed doing, for example, the11 Department of Education?12 And so we thought: Let's use the13 working group as a model to come up with mechanisms14 and platforms to communicate what exactly the15 Department of Education is doing. But across the16 board, what is the White House doing? What is the17 administration doing to contribute to Latino18 education?19 So the working group supports the20 commission, supports the initiative in its efforts21 to strengthen that link. As you can see, and as you22 probably well know, this fall, the U.S. public23 school system will be comprised of more minorities24 than whites. It's probably higher in some of your25 other schools and some of the different school

Page 391 systems around the country. So what exactly are we2 doing to make sure that these students are educated3 and well prepared? Not only to succeed in their4 grade, but throughout their educational career, to5 make sure that they are completing high school, that6 they are graduating, but that they are entering7 college prepared and, again to your earlier point,8 that they are graduating from college and9 universities prepared to enter the workforce.

10 So for us, it's even more critical to11 ensure that the many investments that have been made12 by the federal government are being communicated,13 that they are being taken advantage of, and that the14 community at large is aware of them so that we are15 equipping them with the resources and the needs that16 they have.17 So the working group will be aligned18 with a second-term action plan that we have. It's19 also online for everybody to see. The goal. One of20 the goals that we thought immediately was: How do21 we ensure that federal policies, programs and22 initiatives are serving the unique needs of Hispanic23 children, youth and adults?24 So this working group will come25 together to create data agency plans for the first

Page 401 time to capture their particular agency. So what is2 Energy doing? What is the Department of Housing and3 Urban Development doing? What is Treasury doing?4 And how are they communicating these particular5 investments and activities to the Latino community?6 And so we're acting as that hub, as7 that data repository, the initiative. And we are8 creating that, sort of, mechanism and platform for9 all of these different agencies to filter to us what

10 they are doing to advance Latino education.11 One of the key things that keeps12 coming up from all of these agencies as we're13 looking -- as we're having conversations with them14 and they're submitting their agency plans is that15 there is a unique need to have a workforce16 reflective of the population, particularly in the17 federal government. As you can see, the permanent18 federal workforce is only at 8.2 of Latinos. And so19 when we talk about, you know, breaking into20 industry, it's not only reflective of the private21 sector, but it's also reflective of federal22 government.23 And so we're working with the24 different agencies to develop mechanisms, and the25 Office of Personnel Management, to figure out how we



Page 411 can make that little number -- how can we increase2 that rate, right, how can we have more Latinos enter3 the federal government workforce but also, you know,4 those board rooms, you know, to make sure that -- to5 Milly's point, that they are seeking those6 leadership positions both at, you know,7 institutions, private sector and the federal8 government.9 One of the other goals -- You know,10 like I said previously, something that we11 continuously hear from communities across the12 country is the need to just be aware of all of this13 information, what -- you know, what are different14 agencies doing. And so, for us, we're acting as the15 hub.16 So since last year, we have been --17 begun to collect upcoming opportunities from18 different agencies. So opportunities are19 internships, fellowships, scholarships, grant20 reviewer opportunities, peer reviewer opportunities.21 Anything that each agency is promoting to the public22 to have a more diverse pool of candidates, we are23 housing that on our website.24 So if you go on our website under the25 working group page, you will see a link that houses

Page 421 approximately 50 different opportunities from2 different agencies, from the National Science3 Foundation, to the Department of Energy, to the4 White House Consulate on Women and Girls, making5 sure that we're communicating that to our6 stakeholders.7 And to an earlier point in terms of8 what the -- why the reach is important, this is9 exactly why. So, you know, our staff, our10 commission, our working group in terms of physical11 activity, we travel the country, and we have many12 different activities around the country and around13 the year. But there are still a number of folks14 that we can't reach physically.15 And so we came up with the idea of16 the webinars. We came up with how to best leverage17 the tools that we -- that we have, the technology.18 More and more Latino students are, you know, using19 technology and rely on social media for their20 information. So are parents. And so for us, you21 know, being active on social media and being aware22 of the different platforms and ways to reach our23 different stakeholders is incredibly important so24 that we can communicate exactly what the federal25 government is doing with different opportunities

Page 431 available to them.2 This is just one example from the3 National Science Foundation on the type of4 information that we're collecting. As you can see,5 it's the name of the opportunity, the type, the6 contact information, which is incredibly important7 for the different stakeholders around the country so8 that they're not necessarily reaching out to us;9 we're simply facilitating the connection. And so

10 folks will be able to contact the right person at11 the right agency about this particular opportunity.12 We have a (inaudible) information,13 who can apply and the link. So more and more, we're14 encouraging agencies to contribute to this15 information, but to also promote it themselves so16 their outreach is wider and larger.17 Another theme that keeps coming up --18 And we were also very specif -- strategic in terms19 of how -- how is this call for data aligned with20 existing calls for data. Right now, we do -- the21 Department of Education leads annual call for22 minority-serving institutions. How -- How is the23 federal government investing in these24 minority-serving institutions and HSIs in25 particular?

Page 441 So we're aligning this effort -- the2 working group effort with that MSI annual call to3 try and figure out and see exactly how the federal4 government is investing in its HSIs. As you can5 see, HSIs brand 58 percent of those, you know,6 certificates. We have, you know, a significant7 amount of Latinos going to HSIs. And so we want to8 make sure that the Department of Education, other9 agencies show exactly how much they're contributing

10 to these different institutions and what we're doing11 and how that's really showing an impact for these12 students at the schools.13 So -- So we will be working very14 closely with our Under Secretary, Ted Mitchell, to15 evaluate the process of collecting this data, and16 then also, at the back end, how we're communicating17 this to Hispanic-serving institutions. So, you18 know, what are they doing at the institution level19 with this -- with this funding and how can that be20 sort of a catalyst for a conversation between21 different agencies and these institutions to show22 the impact. So that's something that's going to be23 ongoing, and it's going to, you know, go on for a24 year or two.25 We are releasing a report this



Page 451 November based on the data agency collection that we2 are receiving and will be making that publicly3 available. And then we're continuing our effort to4 year two to make sure that it's a robust and5 comprehensive report.6 As Alejandra mentioned, next year we7 celebrate our 25 year anniversary. The working8 group, along with the commission and the initiative9 staff, will play a key role. We will be leaning on10 these different agencies to create more of a11 urgency, a sense of urgency, given the demographics,12 given the shifts in our schools, how -- how much are13 they investing in Latino education, and how can we14 use this sort of platform to encourage more of these15 agencies to continue investing in these HSIs and the16 Hispanic community at large.17 So they will -- they will play a key18 role. We will be leveraging. And you'll hear from19 two representatives later today, the Department of20 Health and Human Services, the Department of21 Homeland Security. We're always looking for22 partnerships and ways to leverage all the work that23 they're doing on behalf of the Latino community.24 So really quickly, the working group25 will also contribute to the blueprint. We have been

Page 461 seeing a large growth of, you know, Latinos in2 merging communities, as Alejandra mentioned earlier.3 We have seen places like Lucerne County, Virginia,4 who has seen an increase of over 523 percent of the5 growth between 2000 and 2011.6 So this is -- this information and7 the work that you are all doing and the working8 group is really instrumental to leverage, not only9 what's working in large communities like LA, like10 San Antonio, like Chicago, but how -- how can that11 work (inaudible) in the efforts in these emerging12 communities like in Lucerne County in Virginia, like13 in Tennessee. I had an earlier conversation with14 Darlene about the growth of Latinos in Utah. And so15 how can we make sure that we're all aligned and16 working to ensure that they have an understanding of17 what exactly these investments are and how we can18 work together to listen to their needs and their19 (inaudible) challenges.20 And here you'll see a list of all of21 the different agencies that are represented in the22 working group. So these are agencies that23 contribute a senior official, and they participate24 in the meetings, and they are working to collect25 datas with -- within their agencies.

Page 471 What we've learned is, there are some2 agencies that are doing a really great job at3 capturing your investments, and there are some4 agencies that aren't doing that great of a job. And5 so they're using this as a -- as a way to sort of6 garner that attention within their agencies: How7 are their investments showing impact, how are they8 measuring impact, and how are they reaching the9 Latino community at large?

10 So it's been really fascinating work.11 I think in conjunction with the commission's efforts12 and leadership, we'll have a very robust blueprint13 in 2015. I'll be happy to answer any questions.14 CHAIRMAN PADRON: Patricia.15 MS. GANDARA: I wonder to what16 extent, Maribel, this group has been able to deal17 with or could potentially deal with the issue -- one18 of the two, you know, major issues of the K-1219 committee, which is the Integrated Student Services,20 where we have oftentimes lamented that education21 doesn't seem to talk to Health and Human Services.22 And yet to raise competent and well-developed young23 people, we really need those partnerships for young24 people. Is -- Can you say a few words about that,25 to what extent this interagency group can try to

Page 481 forge those?2 MS. DURAN: I think that's really3 important. Right now, the health -- the Department4 of Health and Human Services, for example, has been5 very heavily partnered with our Early Learning6 efforts. But I think hearing about the efforts that7 the K-12 Subcommittee has, you know, made, in8 particular after the forum, to try and put that to9 the table, I haven't seen that come through. We're

10 still waiting for the agency plan for (inaudible),11 for example. But they're not due until later this12 month. But I think that's an excellent point.13 Because what we are often finding14 as -- is that they haven't been asked a question in15 terms of what they're doing for Latinos. And so16 we're sort of forcing the conversation. So we've17 had to meet with agencies individually to see how18 they're seeing themselves in education. Oftentimes,19 depending on the person, is also trying to figure20 out within their agencies how this impacts21 education. They don't see the connection right22 away. And so for us coming in there, having that23 conversation, I think this is a perfect example of24 what we can leverage.25 MS. GANDARA: That would be



Page 491 wonderful. I think if you could sort of push on2 them to talk to each other about this and to create3 some -- some synergy across those spaces.4 CHAIRMAN PADRON: Commissioner5 Navarro and then Commissioner Tienda and then6 Commissioner Fraga.7 MS. NAVARRO: Thank you. Maria,8 thank you so much for that presentation. I'm really9 pleased to hear that this work here is actually10 doing all this work. It's really critical. And I'm11 also very excited about the focus on emerging12 communities. The Washington metropolitan area grew13 by 707 percent in terms of its Latino population14 since 1980. And Maryland grew by 106 percent just15 in the ten years. So this is definitely one of16 those key areas.17 But going back to the work group. A18 particular point that I've heard time and time again19 is that when we talk about how to link issues, for20 example, the economic achievement gap, and connect21 that to workforce development, right, as we see, as22 you were describing, the demographic shifts. And we23 know that our Latino -- our young people are going24 to be really the protagonists of the workforce of25 the future. So we need to be very proactive. In

Page 501 Montgomery County, we're trying to sort that out,2 because we're become a hub for life science and3 biotech. But I want to make sure particularly that4 our Latino students are going to take advantage of5 that.6 So as this work group takes on its7 task, I would also like to see perhaps the8 Department of Labor and the Department of Education9 come together to perhaps agree on some basic points10 or, you know, best practices, et cetera, to join11 that. Because I feel that for so long we have12 looked at workforce development as just a kind of13 voc-tech tracking type of approach, which it14 shouldn't be and which it's not, you know, what15 we're seeing today, especially for the U.S.16 competitive-edge purposes.17 But I hear time and time again from,18 you know, top education leaders that it's very19 difficult for them to pursue that through their20 school systems if they don't have that type of21 collaboration with the Department of Labor in22 developing best practices to -- to gauge that. So I23 would really like to see that, perhaps explore in24 this working group and let me know how that goes so25 we can apply it locally whenever we can.

Page 511 MS. DURAN: That's actually our next2 topic.3 MS. NAVARRO: Wonderful.4 MS. DURAN: So thank you.5 CHAIRMAN PADRON: Marta.6 MS. TIENDA: I was struck by7 the 8 percent figure for the federal government.8 But let me just tell you that Google and the big9 companies were unwilling to release their

10 demographics until they did in -- in May. And it11 was stunning how few minorities they had overall.12 So we need to get on that one, because we are13 creating a bifurcated org -- society where our14 people -- they're trying to recruit immigrants for15 the so-called job shortages. And we're not training16 our people? What's wrong with that picture?17 So focusing on the private sector and18 opportunities for public-private partnerships. Most19 of the U.S. workforce is in the private sector in20 some way or another. And it seems to me that just21 focus -- that this part -- that we will miss an22 opportunity if we do not try to forge public-private23 partnerships and also to leverage on these big24 companies that are on the one hand pushing for25 immigration, arguing that we have a labor shortage,

Page 521 and on the other hand allowing us to hemorrhage2 talent in our school systems and not preparing kids3 for these jobs that are -- that are emerging.4 So this is an opportunity where I5 think moving forward where -- we're talking about6 Twitter and all these things we're doing, but our7 people, our students, are not in those fields, and8 they're not trained for math and science. Maybe9 there's an opportunity to work with the -- our

10 parallel commission with Freeman Hrabowski, who11 is -- who's demonstrated time, tested and true,12 trained of -- of minority students in the technology13 and math and science fields. And -- And they're14 placing -- They eat them up. As soon as these kids15 graduate in the -- in that Baltimore area, the16 companies are just chewing them up.17 So what -- what can we do to actually18 make that happen in Silicon Valley where we're19 overrepresented demographically. So I think20 focusing on the private sector and getting those21 numbers up at the Googles and the Amazons and all22 these places that are the growth centers, in23 addition to the health sciences. So the health24 science is the other big growth industry with aging25 population. And we don't want to be in the



Page 531 reactive. I think we've got to get ahead of this2 group. And we are way lagging on that.3 Let me just point out one other4 little thing with all this stuff on technology. If5 we look at -- on the Wikipedia site for the White6 House Commission, it shows it's nine months ago7 since it was updated, and it doesn't even have the8 right staff. So we may want to actually catch up on9 that one as well.10 MS. CEJA: Well, that was created11 before my time, and --12 MS. TIENDA: It needs to be updated,13 because these are living testimonials of who we are.14 MS. CEJA: Right. Yeah. We've15 actually flagged that for folks, but whoever created16 it is no longer at the department, so we'll -- we'll17 work on it. It's on our radar.18 CHAIRMAN PADRON: I think, Martha,19 you are absolutely correct on the issue of the20 looking at the private sector, not just the federal21 government. But I can tell you, when you look at22 that 8.2 number, not only we're concerned about the23 low number, but the fact of the matter is that most24 of the Hispanics in those numbers are at the low25 level. So what we need is a report from these

Page 541 agencies. And overall, that basically shows where2 are they in the scale.3 MS. TIENDA: What we need now -- I'm4 on the board of TIAA and Human Resources Committee.5 And, you know, just showing that the composition and6 changes in composition misses the point without7 doing an analysis that shows the changes in the8 composition of the workforce as technology is9 changing the distribution of jobs.10 So those -- It's a fairly11 straightforward analysis. But without doing it,12 we're saying, oh, look at minority, this great big13 lump that doesn't break out the racial, ethnic and14 gender dimension. Because once you look at it that15 way, you'll see we're at the bottom and struggling16 to hold on, because those jobs are the fastest ones17 to go. And they are in the financial services as18 well.19 CHAIRMAN PADRON: Yeah. I think all20 this leads me to believe that our next phase of the21 work of this commission, we need to become more22 proactive in our work. We have done a lot of study.23 We have been able to reach consensus of what the24 real issues are.25 What I really feel, we need to start

Page 551 putting some pressure. For example, I think we need2 to develop a report card so we're able to grade the3 various agencies in terms of the work that they're4 doing and make it public.5 I know this could be controversial6 for you guys. (Laughter.) But we're independent7 people, and I think we have an obligation to fulfill8 the mandate that we received. So things like that I9 think it's important.

10 And also, I really feel that we need11 to start having more direct meetings with heads of12 major departments, whether it's Housing, whether13 it's Health, et cetera, et cetera, with the14 secretaries and the high-level officials there, to15 be able to share our concerns, our aspirations and16 make sure that we keep sensitizing the leadership of17 the nation in terms of what needs to be done if18 we're really going to make some progress.19 I -- This is my second commission. I20 participated in a prior one. And I can tell you,21 all this work is wonderful, but you know it's put in22 drawers collecting dust, and sometimes it doesn't23 get us any results. We need to be different. We24 know more with time. We have learned what makes a25 difference and what does not. And I think

Page 561 proactivity is going to probably be the best thing2 that we can do if we're going to be truthful to the3 mandate that we received.4 I have Commissioner Fraga. Then I5 have Commissioner Alfredo. And then I have6 Commissioner Garcia.7 MS. CEJA: And then?8 MR. FRAGA: Thank you, Mr. Chairman.9 CHAIRMAN PADRON: And then I have

10 Commission Nieves. Oh, my God. I have all11 commissioners waiting. Okay. Let's see how we do12 this and keep the -- keep the time. Okay.13 MR. FRAGA: Thank you, Mr. Chairman.14 Consistent with the point that was just made about15 needing to try to leverage our influence, to what16 extent has the working group focused on the17 reauthorization of the Higher Education Act and how18 it is that Latino needs and issues are at the19 forefront of the discussions of the reauthorization20 of the Higher Education Act?21 MS. DURAN: So that hasn't come up.22 We haven't seen any agency -- Again, they're not due23 until later this month, so we'll be able to see more24 of the agencies and if they are targeting efforts25 specifically for the higher ed discussion. I think



Page 571 whatever we do see -- And if you -- Obviously, you2 know, you're very plugged into that conversation as3 well. If you see of any agency, any Latin natural,4 sort of, linkages, we'll then be able to leverage5 that conversation as well with the particular6 agency. We are working -- obviously aligned with7 Under Secretary Mitchell and his efforts. And so if8 there is a natural linkage, I think we can9 definitely do that.10 MR. FRAGA: If I may just say a very11 quick follow-up. On that linkage, if -- if there12 are opportunities that you can help identify for us13 since we're not in D.C. to be able to bring our14 expertise, leverage, our influence, issues where we15 may have already spoken based upon the previous work16 that we've done and the continuing work that we do,17 I think all of us would welcome an opportunity to18 try to be part of that discussion and see that as an19 important obligation consistent with what the20 chairman just said of our role as independent21 advisors to the government. Thank you.22 CHAIRMAN PADRON: Luis -- I mean23 Alfredo.24 MR. ARTILES: Thank you,25 Mr. Chairman.

Page 581 Thank you, Maribel, for the report.2 I think the potential of the3 Interagency Working Group is huge. I think they're4 -- the possibilities for us as a commission to5 leverage our resources and have an impact on that6 dialogue is significant particularly because it7 allows us to really address all the different8 dimensions that we're trying to cover in the9 education of Latino students.10 For that purpose, I would suggest11 that perhaps each of the subcommittees -- One of the12 risks of having this large agency, Interagency13 Working Group, is that the density of the14 (inaudible) structures and the size of the15 commission might slow down the potential impact and16 actions down the road. And I wonder if we can speed17 that up through proposing a very specific vision18 that each of our subcommittees could articulate and19 say: Given the needs and the potential of Latino20 students under education, what would be the vision21 that could be benefiting from an Interagency Working22 Group for the Early Learning Subcommittee, for the23 K-12 School Subcommittee, for the Higher Education24 Subcommittee?25 And perhaps you can help us

Page 591 communicate with this working group in providing2 that proposal, that crafting of a vision that would3 benefit from the potential of this working group,4 two or three very concrete things that each of these5 subgroups will push the agency -- the Interagency6 Working Group to pursue in the next couple of years.7 CHAIRMAN PADRON: Commissioner8 Garcia.9 MS. GARCIA: Yes. I just wanted to

10 follow up on Martha's point. There was an article11 in the USA Today about two weeks ago, I'm just12 looking it up, where the Apple president said that13 he is committed to diversify. I think it's an14 opportunity for us in this commission to contact him15 and actually say, "We saw your article. We want to16 work with you. How can we work together?"17 CHAIRMAN PADRON: Commissioner18 Nieves.19 MS. NIEVES: There are probably two20 points. One was related to what Patricia was saying21 regarding having someone talking about the22 noncognitive pieces, the support for students. And23 I had just heard -- because a former colleague of24 mine just became the (inaudible) foundation fellow25 at the Department of Ed -- focused exclusively,

Page 601 starting this week, on noncognitive learning. And2 so how do we capitalize on that opportunity in ways3 that we haven't thought about. So first, kudos to4 Department of Ed to look at that as something that's5 important.6 The second thing is, I think what's7 important is that we don't think about some of these8 things all in silos. I -- I love the work that9 Hrabowski does and everything, but when we think of

10 the pipeline, many Latinos are going for11 certificates and actually getting a greater return12 on investment financially from certificates. We13 cannot ignore that. We have to look at what are the14 diverse educational pipelines that Latinos are15 taking in order to be self-sufficient and do well.16 And I want to say that because,17 firstly, some of the most -- the ways that we've18 been able to get into Apple and other ways through19 Year Up has been through that process, because it20 was difficult to negotiate and work with higher ed.21 We have to look at that too, how we put up barriers.22 And I put that there, not to scold us, but to talk23 broadly about where -- how do we think uniquely24 about partnerships that could move folks,25 particularly Latinos, into these positions and for



Page 611 us to not get caught up in it has to be a master's2 in engineering to do that. That is not the only3 mid-career-level opportunities that have well-above4 living-wage opportunities for folks to be part of.5 So I want to throw that out there,6 because us being siloed and being very traditional7 about that is not really going to move our8 population through. We have a diverse population of9 learners, and yet they all deserve to reach the10 American dream. And so how can we make sure in our11 conversations around that we think of very credible12 alternative pathways that have done a really good13 job around this as well.14 CHAIRMAN PADRON: Thank you.15 We're going to Commissioner Acevedo.16 Then with you, and we'll go through.17 MS. ACEVEDO: Great. Sylvia Acevedo.18 You know, building on what Dr. Padron19 said in terms of the report card, something that I20 think would be really impactful is if we could get21 these different agencies in their grants to add22 culturally and linguistically support in their23 grants. What happens is that a lot of grants for24 low income, those organizations that are well25 skilled in getting those grants are not necessarily

Page 621 representative of the fast-growing Latino2 communities. And so they're better skilled than our3 populations of getting that.4 However, if the -- if there's5 language that says that the grant has to represent6 the local community's cultural linguistic heritage,7 that will force those grants to go towards serving8 this population.9 And then something that, you know, as10 you know, we were part of helping Health and Human11 Services when they were providing their new grants12 that they just released -- they're about to release13 -- is that they did an intro to grant-writing 101,14 and I saw that, those efforts across the United15 States. So that is another thing that some of these16 agencies could do, introduction to. Because17 there's, you know, literally billions of dollars18 that goes through there. And just adding cultural19 linguistic, it's amazing how much more money will20 then begin flowing in our communities.21 CHAIRMAN PADRON: Thank you.22 Commissioner Robles.23 MS. ROBLES: Thank you, Chairman24 Padron.25 And Maribel, thank you for that great

Page 631 report.2 I think that inhouse, just3 internally, the Department of Ed should model by4 reporting out the outcomes from Race to the Top.5 They have spent millions and millions of dollars on6 Race to the Top. I remember Secretary Duncan7 talking about that to the commission superintendents8 that with the millions that he was asking9 (inaudible) that was a result that we would

10 (inaudible) be able to go back to the federal11 government and get these -- the dollars.12 So it'll be interesting to see the13 Race to the Top's plans, the impact and outcomes for14 English learners in those communities, and15 particularly for Latinos. My assumption and my16 guess, that it's not there, but I would love to be17 totally wrong and be told, "Darlene, you're wrong."18 But I think we should model that if we're asking19 other agencies to look at their outcomes. We should20 be first at the Department of Ed to show those21 outcomes, particularly for all the students and the22 families that we represent.23 And also (inaudible) if there's even24 included their relationship with the community. I25 don't know if they did or not. But it would be

Page 641 interesting to see if they did, what they found.2 And if they didn't, in the future, that should be3 included.4 And going to the reauthorization of5 higher ed, just like to know the reauthorization of6 the SEA. It's been dead in the water for the last7 six years, but don't know if it's dead in the water8 until the new administration (inaudible). Thank9 you.

10 CHAIRMAN PADRON: Thank you.11 Commissioner Pedroza.12 MR. PEDROZA: Yes. Thank you,13 Chairman. Just a quick question. Are the other14 White House initiatives a part of the working group?15 And are there any plans to connect the different16 initiatives to leverage each other's work?17 MS. DURAN: So each initiative has18 their distinct executive order. So per their19 executive order and the mandates, they establish a20 working group. They do that. I know that the21 Initiative for the Asian American and Pacific22 Islanders does. In fact, we've been working closely23 with them in terms of just modeling the framework24 and how effective their (inaudible), because they've25 been established for about five years. They're at



Page 651 the point now that they've established regional2 working groups as well. So I'm not sure -- I think3 the African American Initiative is well on their way4 to do that. The Native American, I think they have5 a version of the working group as well. But I think6 there is room for us to collaborate and figure out7 we can work together.8 CHAIRMAN PADRON: Commissioner9 Sanchez.10 MR. SANCHEZ: I would just add this11 tangental point, and that is, selfishly as a member12 of the Early Education Subcommittee, my hope is that13 on our 50th anniversary, because of an investment in14 early education from birth to four, to five, we'll15 be able to celebrate not only an incredible16 enhancement of the Latinos at the federal level but17 just as importantly in the private sector level,18 where I think at the end of the day, that's when our19 Latino leadership will show its -- its beautiful20 face. And maybe it's not the 25th anniversary, but21 if we make that investment, maybe 25 years down the22 line, we'll be able to celebrate that. Thank you.23 CHAIRMAN PADRON: Good point.24 Who's next?25 Mo.

Page 661 MR. ABETY-GUTIERREZ: I want to go2 back to suggestions for seminars and recommend that3 we do something around parental involvement and4 parenting education.5 CHAIRMAN PADRON: Okay. Good.6 Anyone else?7 Okay. Can we have the next report?8 MR. DAVIS: Good morning, everyone.9 As I previously mentioned, I'm Marco10 Davis. I'm the deputy director of the White House11 Initiative on Educational Excellence for Hispanics.12 I wanted to share with you briefly a little bit of13 information about the topic -- the timely topic of14 Hispanic teacher recruitment and also provide an15 update on the latest news on the President's16 My Brother's Keeper Initiative.17 So in addition to it being a priority18 area for the K-12 Subcommittee of the commission,19 the initiative in identifying its priorities to work20 on over the next couple of years also identified21 this same issue. In part because it's been reported22 by the National Center on Education Statistics that23 this year, for the first time, the nation's public24 school student body will be majority minority and25 specifically that a quarter of the nation's public

Page 671 school students in K-12 will be Latino while the2 nation's teachers will be just under 8 percent3 Latino. So there's a pretty stark discrepancy4 there, and we think it's an important goal to ensure5 that the diversity of the nation's teaching6 workforce is more representative of the student body7 than of the nation itself.8 So there's a couple activities that9 we're doing that we've taken on. We've let the

10 commissioners know. We work closely with the --11 with the subcommittee cochairs in terms of the work12 that they're doing, making sure that the two sets of13 activities are aligned and complementary and so on.14 But we've undertaken a couple of activities that we15 thought would be worth sharing with y'all being16 that, as was confirmed by Dr. Padron this morning,17 you know, this is an important topic for all of you18 as well.19 So first, we are about to distribute20 a fact sheet that we just completed on Hispanic21 teacher recruitment. You may have noticed that the22 initiative produces these one-pager fact sheets on23 different topics of interest that provides sort of a24 basic overview that helps sort of introduce the25 topic to audiences. So we also have copies of those

Page 681 for folks in the audience. This is literally hot2 off the presses. It's going to be posted -- It's3 going to be posted on our website as well and made4 available for distribution at appropriate events and5 audiences.6 This focus is very narrow and very7 specific on this question of Hispanic teacher8 recruitment, but we know that there's sort of other9 aspects. In fact, in researching the information

10 for this fact sheet, our summer staff members sort11 of realized that there was much more than could fit12 onto a one-pager. And as a result, she drafted a13 larger -- a slighter longer issue brief that's five14 or six pages that we're in the final stages of15 editing right now that highlights not only the need16 for more Latinos to enter the profession but also17 some of the challenges they face, such as financing18 those educations -- those educations for perspective19 teachers, receiving and attaining certification for20 the teachers and also retaining Hispanics in the21 field so that the numbers actually grow as opposed22 to being something of a revolving door; as new23 teachers are recruited, other teachers exit the24 field.25 And then finally on the publication



Page 691 front, we plan to create and distribute a brief2 resource guide that can serve to provide information3 about the resources that are currently available for4 someone who's considering going into the teaching5 field. So this includes things like income-base6 repayments. There is a -- There is a package called7 Teach Grants, which specifically provides financial8 aid for students who are committed to going into9 high-need areas. There is a program called Public10 Service Loan Forgiveness, lots of things that are11 avail -- And then, of course, in the private sector,12 there are a number of scholarships for folks13 considering going into teaching both generally as14 well as into teaching in the STEM fields15 specifically.16 These resources obviously don't serve17 to solve every problem, don't overcome every18 challenge, but it's also something that we found19 there's surprisingly little knowledge of, little20 awareness about that. So even folks considering21 going into the field don't even know what currently22 exists. So those are the kinds of things that we're23 planning to create, develop, distribute, share with24 and hopefully will help to support the work that the25 subcommittee does.

Page 701 Second, we wanted to share with you2 that we established a collaboration earlier this3 year with a television network called V-me. It's4 the national Spanish language television network5 that's in association with public television6 stations. V, hyphen, M-E, V-me. They reach more7 than 70 million households in 43 markets by8 broadcasting their programming on PBS stations.9 Through this collaboration, V-me is producing and10 will air public service announcements where three or11 four Hispanic teachers are going to share their12 stories and talk about what motivated them to get13 into teaching and what they love about it now.14 These are PSAs that are actually15 going to air in Spanish, as we mentioned, and part16 of it not just to be serving as inspiration for17 potential future teachers, but also really sort of18 to share and highlight the field for the broader19 Latino community. And in this sense, in some way,20 we're thinking about Hispanic parents who may --21 who, in fact, do wield some substantial influence22 over the career sometimes that their children go23 into to help them think about the profession, to24 help them realize the need and potentially some of25 the benefits and the rewards of going to teaching so

Page 711 that they can be supportive of their students.2 Those PSAs should air in the V-me3 markets later on this month as part of their4 Hispanic Heritage programming -- Hispanic Heritage5 Month programming, but they're also going to live on6 beyond the broadcast on the web, both on the V-me7 website and we'll post links to them as well so that8 they can air.9 And then thirdly, I wanted to mention

10 that during Hispanic Heritage Month, we're going to11 be featuring a different teacher on each day of the12 month through social and media communications. Just13 a short blurb on each teacher, but highlighting the14 fact that while our population is currently15 underrepresented, there are, in fact, dedicated16 teachers of Hispanic descent teaching in different17 parts of the country, teaching different subjects,18 teaching at different levels, but all with equal19 dedication to their students, families and20 communities. So we think holding up these leaders21 will be our way of highlighting the contributions of22 Hispanics in American society, which, of course, is23 one of the purposes of the celebration of Hispanic24 Heritage Month.25 Beyond that, we're continuing to

Page 721 support the K-12 Subcommittee in their efforts and2 being a resource to the teach.org campaign, which I3 believe we shared with you all before. That's an4 initiative that was originally launched by the5 Department of Education and has now been contracted6 out and is now a fully fledged campaign that's7 turning into an independent organization that8 specifically seeks to raise the status of the9 teaching field in American society as well as to

10 recruit teachers into the profession, particularly11 with an eye towards underrepresented populations,12 which includes Latinos.13 Later today, during the breakout, the14 subcommittees are actually going to explore and --15 First of all, during the report, I think Patricia16 Gandara will share some of what they've done but17 also what they're looking at. And then during the18 breakout, they're going to go into some of the19 options for activities. And of course the20 initiative will be supporting and complementing21 those activities as we go forward.22 Any questions on the Hispanic teacher23 recruitment?24 CHAIRMAN PADRON: Patricia.25 MS. GANDARA: Can you tell us where



Page 731 the V-me markets are?2 MR. DAVIS: I do not know the 433 offhand.4 MS. GANDARA: Oh, 43. Okay. That's5 a lot. Okay.6 MR. DAVIS: There are 43 markets that7 they're -- Yeah, so they're connected to PBS, and8 they air through PBS stations. And so they're fully9 integrated in 43 markets. And I believe they're --10 they have the possibility of airing on any PBS11 station subject to the station.12 MS. GANDARA: Okay. That's important13 to know, because teach, of course, was much more14 limited in their reach. And that wasn't clear that15 any of us would ever see any of those.16 MR. DAVIS: Right. And Patricia, for17 the rest of the commissioners, just to share,18 teach.org also commissioned and created some PSAs in19 English through work -- a collaboration with the Ad20 Council. But places where they got those aired was21 a smaller network.22 MS. GANDARA: And then, Marco, can23 you just let us know what the process is right now24 and where -- where we are with Hispanic Heritage25 Month profiling of the teachers? What -- Can you

Page 741 say a little bit more about where we are in that2 process?3 MR. DAVIS: Sure. So what we're4 doing right now is basically collecting information,5 collecting the stories, if you will, the blurbs on6 teachers. We're trying to get, as I mentioned --7 trying to just create -- So -- So this is an8 effort -- and obviously it's a pretty quick9 turnaround. But we're basically trying to just10 portray the breadth and diversity of Latinos who are11 in teaching. So we're not necessarily picking the12 absolute -- a person who is -- who's highlighted as13 being teacher of the year. We're simply trying to14 sort of present a broad swath of teachers. So15 teachers who are in high school, middle school,16 elementary school. Teachers who are in STEM, who17 are in language arts. Teachers who are in history18 and social studies, et cetera. Teachers east coast,19 west coast. Teachers that have been teaching for,20 say, five years. Teachers who have been teaching21 for more than ten, et cetera.22 So we actually have our teams still23 in Washington right now collecting that information.24 We're using the 2012 Champions of Change teachers25 who were highlighted two years ago. We're using

Page 751 teachers of Hispanic descent, who participated in2 the teaching Ambassador Fellows Program, which is3 department -- U.S. Department of Education.4 And interestingly, as I think you all5 know, since our office actually stands on the6 support of a good number of interns who are current7 undergrads or graduate students in our office each8 cycle, one of the things we simply said to them was:9 If you are in touch with a teacher who made an

10 impact and influence or your life that might be11 someone worth featuring, why don't you reach out to12 them and see if they can share their stories. So13 we're trying to compile basically 30 blurbs that has14 that kind of breadth and diversity that we'll then15 be posting up.16 If -- Obviously time is short, but if17 any commissioners have any suggestions of teachers'18 names, then I will acknowledge. Patricia also did19 submit to us a list recently of teachers20 particularly in the STEM field, so we're also using21 that list of teachers as well. I think it's five or22 six. So if any other folks have suggestions of23 teachers you'd like to be considered for that, by24 all means, please send that in to us. Again, we're25 not using any strict criteria in terms of choosing,

Page 761 but really just trying to present a broad picture of2 Hispanics in the teaching field.3 CHAIRMAN PADRON: We have got two4 individuals right there.5 MR. DAVIS: Veronica.6 MS. MELVIN: Just speaking to the7 public-private partnerships, I wonder if you've8 reached out to our friends over at Univision or9 perhaps El Rey Network just to maximize the fact

10 you've already produced the PSAs.11 MR. DAVIS: So we've talked with them12 about highlighting teacher recruitment and about13 those pieces. We haven't yet made the connection to14 having them air the PSAs. We're waiting on seeing15 the rough cuts of the actual PSAs to see if they're16 things that we can do and to see if V-me is17 interested in collaborating that way. But certainly18 a good idea.19 MS. MELVIN: Great. Thank you. And20 I'm happy to send good teachers your way, as I'm21 sure some of our colleagues in the room are. Right?22 MR. DAVIS: Yes. And please do. And23 obviously, you know, we're -- this is sort of an24 idea we came up with as a way to celebrate for25 Hispanic Heritage Month. That's 30 days. Having



Page 771 more than 30, having that roster, having that2 repository, I think, will be valuable in many, many3 other ways. So please do, by all means, send those4 to us.5 CHAIRMAN PADRON: Anyone else?6 MS. MARTINEZ: I just had a7 clarifying question. So the teacher recruitment8 initiative is different than teach.org?9 And then my second question would be:10 What are we trying to show about teaching? Just11 that it's a great field? Or are we talking about12 what is good teaching?13 MR. DAVIS: So one -- Yes, that14 the -- Our work in teacher recruitment is the15 initiative-specific efforts. In a way, it feeds16 into teach.org. Again, as I mentioned, teach.org is17 an effort nationwide among the entire public. It's18 actually a separate entity, which we've provided19 some feedback to, of their target populations.20 Hispanics is one of their populations, but there's21 nine or ten. STEM is another field. African22 American males, I think, specifically is another23 target group. Teachers of English Language Learners24 is another. So there's obviously lots of synergy25 and overlap, but they're a much broader effort. And

Page 781 they're specifically trying to recruit2 high-achieving potential teachers into the teaching3 profession.4 Our purpose at the initiative we've5 identified as sort of going in a way more narrowly,6 focusing on recruiting Hispanics into the teaching7 profession, but also more broadly in the sense of8 not purely trying to promote this idea of high9 achievers, but really that anyone and everyone10 should consider the teaching field. So those two11 are separate.12 In terms of what we're trying to say13 about teaching, we are starting with sort of a14 broader message of simply saying people should15 consider the teaching field, people should consider16 teaching as a career option being that we're17 underrepresented. And then one of the things that18 struck us and when we started talking with folks and19 with audiences, the statistic I mentioned at the20 beginning, this question of Latinos are now a21 quarter but only 8 percent of the teaching22 workforce, seems to strike people very strongly,23 cause a strong reaction.24 So that's sort of the idea that25 we're -- we're building off of and saying people --

Page 791 more people need to think of that as an option for2 themselves. The idea of what is good teaching and3 so on is certainly pieces that are important, that4 are valuable and so on, but we haven't necessarily5 got into the realm of us being able to be arbiters6 of that.7 CHAIRMAN PADRON: Okay. We have two8 more comments, and then we need to move on. We're9 going to go to the back of the room.

10 MS. NEIRA: Maria Neira. I just want11 to add that the multi-media marketing plan is a12 great start. It really has taken off well. And the13 financial support has been talked about. I would14 like to recommend that there will be more than 3015 days, that the concept of recruitment not be limited16 to just October. I think it's really important that17 it's ongoing.18 I would also have us think about the19 additional pieces that need to go into a recruitment20 concept, which goes beyond just knowing about the21 profession. The kind of support systems, mentoring22 components that need to be part of that narrative.23 Because just knowing that they're -- that you're24 coming into a profession without the support25 systems, the mentoring pieces. The concept of being

Page 801 able to go beyond the classroom of career ladder2 concept, all these pieces have to eventually become3 part of when we're talking about recruitment so it's4 not an isolation. I know AFT will be very happy to5 join in giving you names. But initially, we also6 have rolled out our own study of the diverse being7 -- it's underway, so maybe the partnership of8 ongoing dialogue is really going to be critical.9 MR. DAVIS: Absolutely.

10 CHAIRMAN PADRON: Commissioner11 Navarro.12 MS. NAVARRO: Thank you. I was13 interested in knowing if you had explored any14 concepts around just incentives. So for15 jurisdictions or states, et cetera, that may want to16 look at -- you know, not just promoting the17 profession is a great thing to do, but also whether18 there are, you know, partnerships between school19 systems and institutions of higher learning, in20 particular jurisdictions that may want to create21 some type of initiative where you literally go out22 and recruit but then provide, you know, either --23 You know, if you -- if you graduate, if you go24 through this program, then you can teach at the25 particular school system. If you give us two years



Page 811 -- you know, something like that that is very2 tangible. And then school systems can literally3 just market that as a really wonderful way of4 pursuing this and then, obviously, you know, having5 a job after you graduate. Has there been any6 discussion around that type of thing?7 MR. DAVIS: That is a good point.8 That actually came up during one of our recent9 webinars, which was actually on Hispanic teaching10 profession -- My apologies; I neglected to mention11 that. We had two presenters who actually teach at12 colleges of education but who also work with the13 school districts in their area. One was at14 University of Texas San Antonio, uh-huh, and the15 other was at San Diego State University. And so16 those components about, sort of, the way the work17 plays out at the state and local and state and18 district level were ideas that were raised and that19 certainly we can pursue.20 CHAIRMAN PADRON: One last point.21 MR. ARTILES: Thank you so much,22 Mr. Chairman.23 I just -- Thank you, Marco, for your24 good work. I want to second Maria's last point25 regarding how we situate this notion of recruitment

Page 821 in this broader context of strategies. And for what2 -- for that purpose, I want to suggest that we look3 into the Southern Poverty Law Centers initiative on4 teaching diverse learners. They have a host of5 resources for teachers, including video cases in6 which they operationalize and show teachers enacting7 ideas of culturally responsive teaching. That might8 be a nice supplement to these efforts.9 MR. DAVIS: Great. Thank you.10 CHAIRMAN PADRON: Thank you very11 much.12 So with that, let me express our13 appreciation to the staff members for their good14 work.15 MR. DAVIS: My Brother's Keeper.16 CHAIRMAN PADRON: What's that?17 MR. DAVIS: My Brother's Keeper.18 CHAIRMAN PADRON: Oh, okay. Let's do19 that if we could do it quick.20 MR. DAVIS: Certainly. Sorry.21 Apologies. We're running a little bit behind.22 So I just want to provide a quick23 update. As you know, in February, the President24 launched My Brother's Keeper Initiative to address25 persistent opportunity gaps faced by boys and young

Page 831 men of color and ensure that all young people can2 reach their full potential.3 At the end of May, the My Brother's4 Keeper task force released its 90-day report. It's5 available on the website6 whitehouse.gov/mybrotherskeeper. It includes key7 indicators that would provide a comprehensive view8 of the environments and outcomes for boys and young9 men of color and their peers. It also contains

10 recommendations on steps our society can take to11 begin to expand opportunity for all in areas12 including: Entering school ready to learn, reading13 at grade level by third grade, graduating from high14 school ready for college and career, completing15 postsecondary education or training, successfully16 entering the workforce, and, six, reducing violence17 and providing a second chance.18 Since the launch of the My Brother's19 Keeper Initiative, the Task Force has met with and20 heard from thousands of Americans through online and21 in-person listening sessions who are already taking22 action in these and other areas.23 In July, I wanted to share with you24 all that Magic Johnson of Magic Johnson Enterprises25 and Deloitte CEO Joe Echevarria launched the

Page 841 National Convening Counsel. It's an independent2 private sector initiative bringing together leaders3 from business, philanthropy, and the faith, youth4 and nonprofit communities. And over the next5 several months, the NCC will travel the country6 lifting up examples of cross-sector efforts that are7 having a positive impact on boys and young men of8 color.9 At the same time of that

10 announcement, leading private sector organizations11 announced independent commitments that further the12 goals of the My Brother's Keeper Initiative and13 directly address some of the recommendations.14 Organizations including the NBA and the NBA Player's15 Association, AT&T, Citi Foundation, Discovery16 Communications, UBS America, JP Morgan Chase &17 Company, and the Emerson Collective, which is18 founded by Laurene Powell Jobs, along with partners19 from Silicon Valley and elsewhere announced20 multi-million-dollar commitments to help reduce high21 school pov -- high school dropout rates, improve the22 worst-performing schools, recruit high-quality and23 sustain mentors, create entry-level job mentorship24 and apprenticeship opportunities for youth, disprove25 the negative narrative, and build on successful



Page 851 evidence-based programs.2 All of this information is in an3 extensive media release that's also on the4 My Brother's Keeper website, so you can get more5 details about those commitments if you'd like.6 In addition, under the umbrella of7 the Council of the Great City Schools, leaders of 608 of the largest school systems in the country, which9 collectively educate nearly three million of10 America's male students of color, many of whom are11 Latino, joined in an unprecedented pledge to change12 life outcomes of boys and young men of color by13 better serving those students at every stage of14 their education.15 Through an 11-point plan that16 stretches from early childhood to graduation, these17 school districts will better support boys and young18 men of color by focusing on strategies with proven19 results including expanding access to high-quality20 preschool, implementing or scaling early warning21 systems to prevent grade retention, establishing22 programs to reduce suspensions and expulsions,23 increasing access to advanced and rigorous course24 work, and ensuring increased FASA completion.25 Also the college board announced that

Page 861 it will invest over $1.5 million for All In, which2 is a national program, to ensure that 100 percent of3 African American, Latino and Native American4 students with strong AP potential enroll in at least5 one matched AP class before graduation. They're6 partnering with the 60 school superintendents who7 have signed on to the Council of Great City School's8 pledge to identify and reach out to young men of9 color who have demonstrated the potential to succeed10 in AP classes.11 And finally, through the MBK Task12 Force, the departments of Justice and Agriculture,13 along with the Corporation for National Community14 Service, announced two new youth core programs to15 expand opportunities for youth. Both programs16 directly address recommendations in the task force17 report. They're intended to help young people18 successfully enter the workforce as well as create19 additional job opportunities and increase20 entry-level job mentorship and apprenticeship21 options for all young people including boys and22 young men of color.23 The President is calling on Americans24 who are interested in getting involved on My25 Brother's Keeper personally to sign a pledge to

Page 871 become long-term mentors to young people. This2 effort will engage Americans from all walks of life3 to develop, sustain and direct mentoring4 relationships that will play vital roles in the5 lives of young people.6 For its part, the initiative supports7 the goals of MBK by holding events, roundtable8 discussions, listening sessions, online forums and9 other activities with community stakeholders to

10 highlight the issue, identify bright spots for11 promising and proven practices that support young12 people, including Hispanic boys and young men, and13 encourage investment in efforts that advance the14 goal of helping all youth, including Latino males,15 reach their full potential.16 In fact, earlier this summer, we held17 two roundtable -- three roundtable discussions, one18 in Denver, one in Austin, Texas and one in19 Philadelphia, with Secretary Arne Duncan, who spoke20 to groups of young men, Latino and Latino and21 African American. And there are actually video22 highlights on the U.S. Department of Education23 website, particularly of the Denver conversation,24 which is really poignant, that I would recommend you25 all review.

Page 881 At the same time, researchers and2 institutions are increasingly focusing on its3 population, collecting and analyzing data to4 determine its needs and challenges. For the Latino5 community, there's a particular need for more data,6 analysis and scholarship on Hispanic boys and young7 men and women as well as more awareness about the8 challenges they face so that solutions can be9 implemented and supported.

10 The initiative is working closely11 with partners in the academic, philanthropic,12 business and nonprofit sector as well as leaders at13 the state and local level to lift up what works and14 help expand proven solutions.15 And finally, the My Brother's Keeper16 Task Force has been compiling and making available17 data sets that exist at different branches of18 government, within different agencies, to make them19 more accessible, to make them more useable by the20 public so that folks can be armed with the data they21 need in order to make the positive changes that are22 required. So we will obviously keep you all posted23 on any new updates, any new commitments we learn24 about, any new activities that relate to My25 Brother's Keeper.



Page 891 CHAIRMAN PADRON: Once again,2 appreciation to the commission and staff, Alejandra,3 Maribel and Marco, for wonderful reports.4 And we're going to move to the next5 item on the agenda, which is updates from the White6 House. And we have two reports this morning. One7 we may have in the afternoon because of travel8 complications. The individual has not been able to9 arrive yet. But we're going to start with the10 Deferred Action Childhood Arrivals. And we have11 here, we're fortunate to have Mario Ortiz, the12 San Antonio District Director for the U.S.13 Citizenship and Immigration Services, the Department14 of Homeland Security, who are going to brief us on15 where we are on that issue.16 Welcome, Mr. Ortiz.17 MR. ORTIZ: Thank you very much.18 Good morning to all of you. Welcome19 to San Antonio. It's a wonderful place to be.20 CHAIRMAN PADRON: Absolutely.21 MR. ORTIZ: I will thank Dr. Romo22 later for his graciousness. Actually, I saw him out23 in the hallway, and I thanked him again, as I do24 always when I have an opportunity to see him. We25 have our naturalization ceremonies at the Institute

Page 901 of Texan Cultures, which he referenced. And for2 those of you who can or should have -- make the time3 to go to the institute. It really commemorates and4 marks the immigrant journey of immigrants coming to5 Texas. And so what an -- what an appropriate venue6 for us. And we've naturalized thousands upon7 thousands of men and women who completed that8 immigrant journey at the institute, so I encourage9 all of you to come. So I'm going to hand out my10 business card.11 So my name is Mario Ortiz. I'm the12 Director of USCIS. I'm based here in San Antonio,13 but I have a fairly large region, a company,14 starting from central Texas along the Texas-Mexico15 border, from Brownsville to El Paso and also the16 state of New Mexico. So it's a good portion of the17 border. A lot of activity in our four field18 offices, San Antonio, El Paso, Harlingen and19 Albuquerque. And my colleague -- two of my20 colleagues are here with me, Chris, Chris Saucedo --21 Chris Saucedo and Elaine Mueller-Cantu. Where's22 Elaine? Hi, Elaine. So they're here to help answer23 any questions that you may have.24 So a couple of things I want to25 mention before I start is, for any reporters that

Page 911 are here, I'm here primarily on background to --2 to -- to have a discussion with our commissioners.3 If you're looking for any sort of official answers4 on the Deferred Action program, I'll refer you to5 our public affairs officers back in DC. But we're6 here really to have a meaningful dialogue and to7 really interact in a robust, meaningful way. So8 let's start with that.9 For -- Are all of you fairly familiar

10 with USCIS? I see some nods. Okay. So for anybody11 who is not, the USCIS is one of the federal agencies12 under the Department of Homeland Security. We used13 to be known as INS. That was many, many, many years14 ago. By the way, speaking of which, I started in15 INS in the 1980s, and I was one of the original ones16 that went out and collaborated with community groups17 for Amnesty where three million people came forward.18 So I've been around for quite a while. I started19 when I was 12. (Laughter.) INS is no longer20 anymore, as you know. So the three federal agencies21 that used to be INS: CBP, Customs and Border22 Protection, ICE, which many of you heard of23 recently, and also USCIS.24 So we're mostly about benefits.25 We're about green cards and citizenship and other --

Page 921 other programs along the way. But primarily, those2 are our biggest programs.3 And -- And one of the things we4 really want to focus on today is about deferred5 action. Overall, you've probably heard there are6 about 675,000 people that have come forward over the7 last couple of years when it was announced in June8 of 2012. And it was valid for a couple of years.9 And in June of this -- this summer, we announced

10 again that it was time for a renewal. And in that11 time, since June, we've had about 10,000, maybe12 closer now to 11,000 people, that have actually13 renewed their application. So there's still a lot14 of work that needs to be done. We'll talk about15 that in just a minute.16 I'm not going to bore you with too17 many details, because all of this stuff is on the18 website. But just let me give you a -- sort of a19 general idea of deferred action. And to those of20 you who may know, deferred action is prosecutorial21 discretion. It essentially keeps people from being22 deported for a couple of years, and it also gives23 them an authorization to work. We call it an24 employment authorization document.25 The first of these DACA approvals --



Page 931 As a matter of fact, I always remember the very2 first DACA meeting we had was in this room.3 Congressman Gonzalez hosted a meeting here. Well, I4 guess you guys hosted the meeting, but it was -- And5 then when -- when the renewal came out, on that day,6 Chris and I were out in a remote area in West Texas7 on June the 5th, and we were out doing DACA8 outreach. So I think that's one of the things that9 we do best, is do outreach activities.10 So for the renewals, it is -- it is11 for those who -- who had DACA in the beginning. By12 the way, all of this is on the website. And my13 colleague Chris will also hand out an information14 sheet for you so you don't have to write any of this15 down. So for the renewals is anyone who did not16 depart the United States on or after the 15th of17 August of 2012, that continuously resided in the18 United States since they submitted their most recent19 DACA request, and of course if they have not been20 convicted of any criminal activity.21 It's the same form. It's called a22 821-D. Except for the renewals, it's actually a23 little bit easier. The renewals basically say --24 When you go into the -- to the form, it basically25 says, look, if this is a renewal, then click this

Page 941 button. And all the information sort of magically2 trans -- transfers over, and you don't have to3 submit all those forms again.4 We -- The fee is, let's see, $465, I5 think. $465. And that pays essentially for the --6 for the biometrics and also for the employment7 authorization card. Because, in reality, as most of8 you know, the deferred action is not an immigration9 status. It essentially prevents someone from being10 deported for a couple of years, but it does give11 people an employment authorization card.12 We often tell -- tell folks to please13 go to the website. And we found this particular14 group of young people to be tremendously15 resourceful, to be extremely knowledgeable, tech --16 and tech savvy and to be very well organized. And17 oftentimes when we go to meetings, they know more18 about deferred action than we do, and they ask some19 very insightful questions.20 So we have met with people all over21 this area, this region that I was telling you about,22 and I'm always pleased to hear some of these23 stories. Because they say to us -- They walk up to24 us, and they say, "You know, for the first time, I25 have relief in my life. And for the first time, I

Page 951 can go to school and think about my future. And for2 the first time, I can get a job, I can open up a3 bank account, I can buy a car, I can do all the4 normal things that people have been doing for5 generations."6 So there's two things I really want7 to emphasize to you, because I really want to get to8 the questions and answers. But one is, we often9 tell people -- And those of you who come from so

10 many different communities all over the country and11 who connect with immigrants in a very meaningful12 way, I thank you for that. And I thank you for your13 service and for your compassion and your passion to14 be willing to reach out.15 And I always tell the folks that --16 couple of things. One is, please be mindful of17 immigration scams. We call them in our vernacular,18 notarios. Other people call them something --19 There's an acronym that we use in government, the20 unauthorized practice in immigration law, UPIL.21 That doesn't translate. To me, it's scammer, it's a22 notario, it's somebody who's going to take advantage23 and promising hope to people where there is no hope.24 And those people are operating in our communities25 all across the country. And the vulnerability is,

Page 961 is that they're operating in remote areas where no2 one is around.3 So in our area here in San Antonio --4 If you go into the area where I grew up, I grew up5 in San Angelo. It was out in West Texas. You grow6 up in that area, and there's always a Dona Maria7 who's over -- or hanging out in Big Spring8 sometimes, and she can help you. Or if you go to --9 go to New Mexico, there's also somebody in Espanola

10 who's probably willing to help you. But please, we11 always tell people, be mindful of people who are12 promising you hope, because it's obviously not true.13 So that's the first thing.14 The other thing I wanted to emphasize15 to you is really how you can help. You know, I was16 looking at the purpose of the initiative and why you17 all are here. And your purpose states a couple of18 things: To work directly with stakeholders, to link19 individuals and organizations, to increase20 awareness, and to communicate and share the programs21 and the resources that are available to the22 community. This is really an important resource for23 the immigrant community.24 And to the extent that we can partner25 with you in your individual communities, the USCIS,



Page 971 we're always happy to do that. It never -- I2 don't -- I don't ever care whether I -- First of3 all, it has to be in a safe environment. So if you4 work with -- with us in setting up an immigration5 forum of some kind, it has to be someplace where6 people feel safe. And -- And I don't really care7 whether people come here, they're legal or illegal.8 It doesn't really matter to us as long as they get9 the information.10 So lately, in the last couple of11 years, let me give you an idea, we've been working12 again in remote areas. We've been talking to13 Dreamers in colleges and universities. Again,14 they're very well organized, and they talk to each15 other. We've been going on college tours and16 meeting in college campuses with as many people who17 will listen to us. We -- We've met with CAMP, the18 College Assistant Migrate Program, in the state of19 New Mexico, some really switched-on people over20 there.21 We've partnered with Mexican22 consulates. And wherever -- wherever the Mexican23 consulates are and they're having mobile consulates,24 they're the ones going into the remote areas. We25 work very closely with them. We work -- have had a

Page 981 lot of outreach sessions in Hatch, New Mexico and2 also in San Juan, which is in the lower Rio Grande3 Valley of South Texas, for migrant farm workers to4 try to reach them as well.5 We've met with bilingual teachers and6 Hispanic liaison officers in schools. We've met7 with police departments. We've met at public8 libraries in trying to encourage librarians and give9 them information. So we're trying to do the best we10 can. I just want to leave you with that. But11 there's still a lot of people that we need to --12 that we need to reach.13 So the people that came forward, as I14 mentioned, the 10- to 11,000 people who have already15 renewed, that two-year time is up, but they're16 still --17 I saw -- I read an article in the18 LA Times -- so you don't need to give me any19 attributions for this -- in LA Times yesterday where20 it said something like 41 percent of an estimated21 1.6 million people had come forward. Well, that22 means there's still a lot of people that still need23 to come forward and that we still need to find. I24 was shocked really in terms of the numbers in the25 state of New Mexico. I keep referring to that,

Page 991 because I spent a lot of time there just two weeks2 ago, and I'm going back there again next week. But3 there are only about 3- or 4000 people in the state4 of New Mexico. So this tells us that we --5 collectively we -- we need to reach out to as many6 people as we possibly can to encourage them to come7 forward. So I'll leave you with that.8 CHAIRMAN PADRON: Thank you very9 much. We have time for one or two questions. Lily

10 and then Adrian.11 MR. ORTIZ: Chris, can you go ahead12 and pass out those pamphlets so they can be looking13 at them.14 MS. GARCIA: First, I apologize for15 being late. I have a note from my mother. And just16 on the DACA clinics, NEA just sponsored several and17 are building. We're trying to get our local school18 affiliates, community colleges, members to do the19 DACA clinic and to support them in that.20 And this will be totally shameless,21 but I'm totally shameless. As a fundraiser -- And22 I've told some of you before that my husband and I23 were working on a book. It's ready. It's ready.24 So it is called "Agitadoras," Rabble-Rousers. It's25 bilingual. 100 percent of the proceeds will go to

Page 1001 United We Dream. It's all on social justice2 rabble-rousing, starting with Mother Jones and3 ending with Gabby Pacheco, who was at the university4 with Dr. Padron. So I just wanted to point that5 out.6 My husband, Alberto, who's still7 waiting for that paperwork to come through -- he's8 in Mexico waiting for his paperwork, so --9 MR. ORTIZ: We'll talk.

10 MS. GARCIA: -- yeah, we need to11 talk.12 He's the artist and donated all of13 the art and the book layout. And I did the stories14 of our social justice warriors. So -- And I wanted15 to give this as a gift to Dr. Padron.16 CHAIRMAN PADRON: Thank you very17 much. Thank you.18 Who else? Any -- Any other19 questions? Comments? Yes. Adrian.20 MR. PEDROZA: Mr. Ortiz, thank you21 for that presentation. I'm from Albuquerque, New22 Mexico, so thank you for that outreach effort there23 in New Mexico. And you're right when you talk about24 the movement really being led by students as far as25 the outreach. We have, in New Mexico, Dreamers in



Page 1011 Action that work very hard there in New Mexico to2 put on clinics. And they're constantly seeking3 resources and trying to fundraise grassroots4 fundraising just to keep their efforts going to5 increase that outreach and those numbers.6 What -- What hope is there to bring7 more resources to some of these grassroots groups?8 Because as you know, you know, having done this for9 so long, many times it is that individual small10 grassroots outreach that makes the biggest impact.11 And many times, those resources aren't getting to12 those smaller groups. And they have to travel13 and pay -- These are students that are struggling14 already, but they believe so much in this effort and15 in this outreach that they do it regardless of the16 resources available.17 Can you talk a little bit about maybe18 any potential resources that could come down to19 those smaller groups to be more effective in their20 outreach?21 MR. ORTIZ: I have two comments. One22 is, I was tremendously pleased in how -- how --23 again, how well organized they are and how they then24 connected from a national perspective. And so these25 Dreamers in Action connected on a national level and

Page 1021 have received funding or grants or something at2 least to continue their efforts.3 The second thing I saw them do is4 that they had created public service announcements.5 And I -- I assume that those public service6 announcements were not only here to create awareness7 but perhaps also to create some sort of fundraising8 mechanism for them.9 I did get the impression yet that10 they had aired or that they had found a way to get11 them aired, but they had produced them, and they12 were dynamite. So to the extent that anyone can13 help, not just that group, but others, to get this14 aired, I think it would be able to give them greater15 attention and perhaps more fundraising effort.16 CHAIRMAN PADRON: Mr. Ortiz --17 We really need to get moving. We18 have a significant -- Can we do that during the19 break? He's going to stay here for a few more20 minutes.21 MS. GANDARA: It's really quick.22 CHAIRMAN PADRON: Okay?23 Mr. Ortiz --24 MR. ORTIZ: Yes.25 CHAIRMAN PADRON: -- we really thank

Page 1031 you for your service to the nation and for your time2 here. If you would kindly stay so Commissioner3 Gandara and others who have questions and comments,4 will you entertain those?5 MR. ORTIZ: As I mentioned, we're6 always happy to meet with anybody anywhere, so7 absolutely.8 CHAIRMAN PADRON: Thank you. Thank9 you very much.

10 We're going to continue. And we have11 with us, as you can read on the screen, Gina12 Rodriguez, the Director of Latino Affairs for U.S.13 Department of Health and Human Services, who's going14 to brief us on the Affordable Care Act.15 MS. RODRIGUEZ: Thank you so much for16 allowing me to be here today. I really appreciate17 the opportunity. And many of you were extremely18 helpful during the last open enrollment cycle. And19 many times people wonder, you know -- Because20 they didn't -- if they already had coverage, they21 didn't enroll, and they wonder how did it impact22 them. But the Affordable Care Act impacted23 everybody. It really strengthened our entire24 infrastructure. So we no longer have a ban on25 preexisting condition.

Page 1041 Many times in the past, like if they2 had -- if a child had asthma when they got -- they3 were trying to obtain coverage, they wouldn't take4 the child. And it could be something from asthma --5 or for women, if they had had breast cancer or they6 were going through the coding and identifying people7 who may have had an ICD billing code for -- that8 would have been like for breast cancer, and they9 were knocking them out of the system. So we -- we

10 now have a lot of protections that -- that impact11 all of us, not just those who have enrolled.12 And also, there's now no more13 lifetime limits or annual caps on our coverage. And14 that's for everyone in the system. And we've also15 strengthened the system for coverage for seniors and16 individuals with disabilities.17 So one of the key things that18 happened was that it also allowed for subsidies to19 make affordable insurance much more -- to have20 increased access for Latinos across the country. So21 during the last enrollment cycle, the federally22 facilitated marketplaces are the ones that were our23 key markets. The state-based marketplaces, they did24 their own exchanges. So some of those are with25 heavy Latino populations, like California or



Page 1051 New York, Colorado, New Mexico, Nevada.2 And then there were the partnership3 states that were -- states like Illinois and4 Michigan that did come into the health insurance --5 the healthcare.gov portal or (Spanish), but they did6 their own outreach. But the briefing today will7 focus on the federally facilitated exchanges.8 So as -- as we know, we had a9 successful enrollment period with over 8 million10 enrollees. And we know that of them, a total of11 2.7 million, or 34 percent, were between the ages of12 zero to 34 years old. And nearly 38 -- I'm sorry --13 3.8 million selected their coverage during the very14 last month of enrollment. So many people waited15 till the -- till the last minute.16 And so the -- the number of young17 adults that selected the marketplace coverage really18 doubled during the last month, for -- from nearly19 1.1 million during -- during the first five months20 to more than 2.2 million in the last month. So over21 the course of the initial enrollment period, there22 was a lot of interest, and we measured that by23 98 million website visits and 33 million calls to24 the call centers.25 And unfortunately, because the

Page 1061 application was a bit long, we had some difficulties2 collecting data on race and ethnicity. So we had3 about 35 percent of the individuals who enrolled4 were -- they -- you know, it was an optional5 question, but they -- they didn't select a race or6 ethnicity question. So our data in terms of the7 race and ethnicity part is a little bit -- it's not8 very reliable.9 But we know that there was a huge10 emphasis on Latinos and the ACA because we actually11 were the greatest group of the ethnic groups with --12 with no -- that were uninsured. So we really13 focussed our efforts. And one in four of the14 uninsured individuals are Latinos. And that was15 10.2 million out of 41.3 individuals. And eight out16 of ten were actually eligible to -- to obtain a17 subsidy. So that's something that we really need to18 keep -- continue, like, the awareness campaign on,19 because when they did go ahead and apply, a vast20 majority of them were eligible for -- for subsidies21 on this.22 So one area that I think has been23 very challenging for us is also with states with24 high Latino markets like Florida and Texas not25 expanding medicaid. So if -- if Texas, Florida and

Page 1071 now Pennsylvania did just barely expand coverage --2 But between those three, that would have had -- we3 would have increased access to an additional one4 million Latinos alone. So, you know, that's pretty5 significant considering the overall income.6 So we still have our work cut out for7 us. And then so as a -- as a result, like last8 year, we really embarked on a concerted effort to9 ensure that we were providing access points to

10 Latinos and that were culturally and linguistically11 appropriate. We did have shortage of a sisters, but12 we -- so we tried to enter that they we were all in13 one place in key markets.14 So here in San Antonio, we had one of15 the most successful ones, I think. With the local16 support, we were able to have, like, thousands and17 thousands enrolling. And they were -- It was like18 continuously throughout the different events.19 But also -- So we have a coalition of20 Latino key leaders and obviously it includes the21 initiative as well, but also NCLR, LULAC. And so22 together, we were hosting events throughout the23 country. And we were able to provide the enrollment24 opportunities in a family-friendly environment and25 with the bilingual sisters.

Page 1081 So now that -- of those individuals2 that have enrolled, we're embarking on a new3 initiative, which we're calling the Health Education4 Resource Summits. So that's from now until open5 enrollment starts up again, which is November 15th6 through February 15th. So it'll be a shorter period7 of time to do the same level of enrollment. And for8 Latinos, we -- we have to continue the push.9 So we'll really -- We know that it

10 takes many -- like as many as four different touch11 points for them to actually go through the entire12 application. So we're trying to get ahead of that,13 and of those that did enroll, try to help explain14 the basic terminology.15 I know some feedback we got like from16 Blue Cross Blue Shield was where before they --17 their questions were like, "Well, how much is my18 co-pay? What's my cost share amount?" Their19 questions now that they're getting, they're having20 to train on is how you respond to, "What -- What is21 a co-pay? What -- What is -- What does cost share22 mean?" And many people, they thought because they23 had coverage, then they wouldn't have any -- any of24 that. And that is the case for preventive services.25 They don't really have any co-pays up front, so we



Page 1091 encourage them to go and get their well visits. But2 there's still a lot of work to be done on the3 education front.4 So with that, we are -- we are5 embarking on this new -- you know, HRS campaign, but6 it's basically a health literacy effort. So last7 year, we did 62 enrollment summits across the8 country. And right now, we have 25 lined up for the9 education part.10 We, as you know, had many barriers11 along the way. And one of the key things, I think,12 for the Latino market was the fear of deportation13 and the fear of, like, public charge. So USCIS did14 put out a memo that -- that ensured that people knew15 that -- that that would not be used for enforcement16 purposes, that the healthcare.gov (Spanish)17 information would be kept separate. Although we did18 have the hub to -- to that we -- we make sure that19 the individuals that are coming through are actually20 eligible, that it would not be used for enforcement21 purposes.22 So even the President did an23 Univision town hall. It was Univision, Pre-Media24 and Telemundo, all three of them, came together.25 And it was a really great opportunity for him to get

Page 1101 out there and -- and -- and publicly share that with2 individuals who -- who we really realized that they3 needed to have that kind of awareness.4 So we need to -- We are -- We're5 continuing the push in the interim and knowing that6 we -- that we don't -- that we need to continue, you7 know, to be in the communities so that individuals8 know that -- that we're there and that -- and we're9 working through our trusted partners.10 So our goals for the next go-around11 are to continue to strengthen the marketplace and12 maximize coverage. We do have some challenges with13 the capacity, so we're going -- we're embarking on14 another campaign to also -- to increase certified15 application counselors. We actually have 300016 navigators that were grantees from the last cycle.17 And we are about to announce the new cycle of18 grantees -- should be early next week.19 So -- But the vast majority of them,20 over 25,000, were certified application counselors21 who were actually not navigators that were paid,22 so -- They -- They were paid through -- through23 different formats. But they were basically a24 volunteer. So we continue to train them and -- and25 make sure that they're aware of the mixed status

Page 1111 family issues that were really pervasive. And I2 think that we have such a great hurdle in trying to3 get through a lot of that.4 But -- But one of the asks that I5 would have for you -- for you all in terms of how6 you might want to consider getting involved is maybe7 if you would consider hosting an open -- kickoff8 event for open enrollment for November 15th. Or --9 Or if -- if you don't think that that might be

10 feasible, then supporting an event through the --11 like helping to amplify when there are events that12 are being hosted through local community health13 centers as they are -- they've been extremely14 helpful in getting that information out. Or posting15 information on your websites for the Latinos or the16 students in your universities to get covered. And17 providing information for those that graduated18 recently, students or alumni. Or authoring -- We19 have some drop-in articles that were circulated.20 And -- And making sure that that gets out under --21 you know, under your name and your local papers or22 student papers. Or hosting a call for students.23 That might be helpful.24 And then also for Hispanic Heritage25 Month, we'll be focusing on Latino youth. So we'll

Page 1121 be kicking that off on September 15th with -- with a2 "Born in" -- "Born in 88" Twitter chat. And -- And3 "Born in 88" is just, you know, to -- for the young4 adults that were born that year are qualifying this5 year. They're coming off of their parents'6 coverage, and they have a special enrollment period7 to be able to come into the marketplace. So they8 don't actually have to wait until November 15th, nor9 do people who get married. So that allows them a

10 special enrollment period. So we have another11 campaign called "Get Hitched, Get Covered." And12 then when -- when individuals have a baby too.13 So I think I'll leave it at that. I14 know that we're way over our time.15 CHAIRMAN PADRON: Yeah. Ms. --16 Ms. Rodriguez, thank you for taking the time to be17 with us here today.18 MS. RODRIGUEZ: My pleasure.19 CHAIRMAN PADRON: I ask the20 commissioners if you have any questions you would21 like to direct to her? Commissioner Gandara?22 MS. GANDARA: Well, you can't say I'm23 not involved, right?24 You know, about a year or two before25 ACA went into effect, I actually did an analysis



Page 1131 here in Texas of Texas Latino children and found2 that 60 -- actually, a little more than 60 percent3 of Latino children in Texas were uninsured. Just4 frightening, because a child who has no access to5 healthcare is not prepared for a good education. So6 have you tracked on that at all? Has ACA done much?7 Particularly given that Texas has not opted to8 expand medicaid, has -- has that number gone down9 very much in Texas?10 MS. RODRIGUEZ: So, as I mentioned,11 some -- some children did come in from the12 marketplace, but mostly children qualify through the13 Children's Health Insurance Program, which has been14 around a little bit longer. So we did -- We did --15 We are doing a huge emphasis to make sure -- It's16 actually a different campaign called "Enroll 365."17 And that's so that people know that medicaid is open18 all year round. And for CHIP, that's the same case.19 And so CHIP has definitely decreased the uninsured20 children even where their parents were undocumented.21 So we actually had a lot of lessons learned from22 that, because they did come to the system. They23 did, you know, get covered. The children did get24 covered under -- under the CHIP program. I don't25 have any study on specifically to -- with regard to

Page 1141 CHIP and Latinos, but I can -- I can certainly find2 one and -- and get back to you. That's -- My -- My3 area's just the general marketplace. But I -- I4 definitely work with the -- that group as well, and5 we'll get something on it.6 CHAIRMAN PADRON: Commissioner7 Tienda.8 MS. TIENDA: I'll be brief. I know9 we're short of time. But we heard about the10 interagency commissions and all the activities they11 are coordinating. And we've been focusing a bit on12 formal education, K-12, the way we're divided. But13 you've brought out something (inaudible), and that14 is nonformal education. Knowledge is power. And15 focusing on that interagency commission, there may16 be some real opportunities to --17 Because I don't think we can do18 advocacy. That's not really what we do. But19 working through these commissions -- and the idea20 that knowledge is power and learning is a lifelong21 proposition. Information is something that always22 needs to be done. So with the health sciences --23 and UTSA is second to none, is one of the other24 centers of excellence -- where -- where this25 campaign in a state that has the colonias with all

Page 1151 these tropical diseases that we thought had been2 eradicated, showing these big contradictions with3 the premier health centers and trying to close the4 gap -- not just an achievement gap, but actually5 health delivery gap -- could be an important way to6 put -- showcase Texas as a state that can actually7 catapult to first place, but it requires strong8 leadership.9 MS. RODRIGUEZ: And -- I mean, that's

10 an excellent point. And we -- we do recognize them11 as the -- Our demographics are aging. And the12 Latino -- Latino demographics are 27 years old. I13 mean, there's a great -- There's a great fit there14 for them to train -- go into the -- into nursing,15 our, you know, personal -- becoming personal16 assistants and -- and the whole realm.17 Now, I wanted to make sure that --18 that you all knew about -- Through HRSA -- HRSA, the19 Health Resources Services Administrations, we do20 offer college reimbursement, tuition reimbursement21 for those who go into nursing and med school as22 well. And it's like -- You know, they -- they are23 open, and they take applications at least like24 once -- at least once a year. I know sometimes I've25 seen them go, like, twice a year. It just depends

Page 1161 on the their funding.2 But -- But that -- that, as a part of3 the requirement, they have to go into underserved4 communities. And many of them, after they're done5 with their two-year commitment, they actually wind6 up staying. So that's super helpful to help with7 the underserved communities and also to provide8 that -- Like if a Latino's going into that and9 they're offering the bilingual, you know, component,

10 bicultural component, then they understand -- that's11 like the optimal way to serve individuals. And I12 think that we need to make sure that everyone's13 aware of that and push that out some more.14 CHAIRMAN PADRON: Anyone else? If15 not, we're going to take a break of 12 minutes.16 Please be back by 11:30, and we'll continue with the17 report from the subcommittees.18 (Off the record, 11:18 to 11:35.)19 CHAIRMAN PADRON: Okay. So we're20 moving to that part of the agenda where we will have21 subcommittee presentations. We're going to start22 with the Early Learning Subcommittee. And I23 understand that Sylvia and Adrian are going to take24 charge.25 MS. ACEVEDO: Great. All right.



Page 1171 Thank you. And it's a real pleasure to be able to2 report out on the Early Childhood Committee. We got3 some great feedback after our summit last year. And4 in California, they had a statewide conference on5 early learning. And I was pleased to be part of it.6 But also, perhaps more importantly, Shakira tweeted7 all week and generated a tremendous buzz. And what8 was amazing is she was dropping an album that week.9 And even though she was dropping an album, she made10 sure that four of the five days she had "Early11 Learning" highlighted in her tweets. So that was --12 her reach is in the millions, and so that was just13 amazing.14 Additionally today, we're really15 happy, because here in San Antonio, we're going to16 have an Early Childhood Roundtable. And, you know,17 it has just been amazing. I used to live in Austin.18 And at -- over 12 years ago, Austin and San Antonio19 were about the same in terms of the number of kids20 they covered in early childhood. But then I saw the21 San Antonio community come together and put together22 a plan and execute the plan. And now, early23 learning is a top priority in the San Antonio24 community. And as a result of that great work here25 in San Antonio, they've been able to continue to

Page 1181 grow. I think they recently passed a sales tax.2 But that was based on the decades-long work that3 that community has done.4 And so today, after the commission5 meeting, we're hosting a roundtable of those6 business and community leaders who are going to tell7 us what steps did they take to make that a reality.8 And we're also commissioning a White Paper. Because9 one of the things that we've learned in our summit10 is that since the Latino population has exploded in11 the United States, there isn't a lot of research,12 there isn't a lot of documentation about our13 community, and what are some of the effective and14 best practices. So we're going to do that for the15 roundtable.16 But also -- as they say, "Imitation17 is the most sincere form of flattery" -- we're18 really going to take a page from the Higher Ed19 Subcommittee and a have a symposium next spring20 where we're going to ask for research papers again21 to augment and to add onto that incredible body of22 knowledge.23 So before I hand it over to Adrian, I24 also want to mention on our committee is Nancy, Mo,25 Maria representing Shakira. And now I would like to

Page 1191 turn it over to Adrian.2 MR. PEDROZA: Thank you, Sylvia, for3 your leadership on the Early Learning Subcommittee.4 As Sylvia said, it really is about5 building this -- this national movement around the6 importance of early learning for our communities.7 And I was fortunate to be a part of the Los Angeles8 Universal Pre-K, the Nation -- what was it called --9 Preschool Nation Summit in New York City. And so

10 the effort was really about connecting the11 Los Angeles efforts across the country in New York12 City. And we were fortunate to hear about13 Mayor de Blasio's initiative around making preschool14 universally accessible to the residents, to families15 there in New York City.16 And what was exciting about this --17 this Preschool Nation Summit was that we -- it was18 building upon what we feel we were a big part of, a19 sparking with our summit, early learning summit in20 Miami that many of y'all participated in. And in21 fact, I think a lot of commissioners are remembered22 being videotaped there by the LAUP group by23 Preschool Nation. And they premiered that video24 there that showed many of you speaking about the25 importance of early learning. And Celia Ayala, the

Page 1201 CEO of LAUP, recognized the White House Initiative2 in her opening remarks for helping to spark this3 Preschool Nation effort.4 And so it really is about creating a5 ripple effect, right, as we -- as we talk about the6 importance of early learning. At every venue, every7 opportunity we get across -- across the country, we8 create ripple effects, and -- and -- and different9 efforts come about from events like what we had in

10 Miami.11 At the summit, I was able to be a12 part of a panel. Also, Suzanne Immerman covered13 much of the administration's priorities around early14 learning, including the Race to the Top Early15 Learning Challenge, the Preschool Development16 Grants, Home Visiting and Strong Start Act. So we17 really got to highlight the administration's18 priorities around early learning and also talk about19 what we need to be doing at our state level, how we20 need to make sure that we are starting to invest21 state by state in early learning. And so we're22 seeing this wave across the country of23 municipalities, of counties, of states making24 significant bold investments in early learning.25 And so as the administration is



Page 1211 really elevating the conversation about the2 importance of bold, of a 75-billion-dollar3 investment. He's also challenging -- The4 President's also challenging us state by state to5 make those bold investments. And so it's exciting6 that we are having these conversations. In7 New Mexico, certainly, I always have to talk about8 our bold initiative to create over $150 million of9 investments -- (inaudible)investments in early10 learning that we work at our state level to try to11 push through our state legislature. And each year,12 we get closer. And I believe when Mayor de Blasio13 -- when he spoke in New York City about being14 relentless in his efforts, I think that's a message15 that we all have to take with us, that we have to be16 relentless in our efforts to talk about the17 importance of early childhood.18 There was a panelist that talked19 about this being a civil rights issue, that access20 to quality early learning for our families, for21 Latino families is a civil rights issue of our time.22 And so I think that's a challenge to all of us, not23 only on the commission but to communities across the24 states, that if we are believing that this is a25 civil rights issue, then we need to be bold and act

Page 1221 with urgency as we push for -- for funding for early2 childhood services.3 So with that, thank you, Sylvia.4 MS. ACEVEDO: Thank you very much,5 Adrian.6 And I'd also like to mention that7 Manny Sanchez, who's graciously offered to host our8 early childhood symposium in Chicago after the9 winter, in spring sometime --10 MR. SANCHEZ: In the spring.11 (Laughter.)12 CHAIRMAN PADRON: Okay. Any comments13 or questions?14 MS. ACEVEDO: Patricia.15 MS. GANDARA: Sylvia. Oh, you're16 surprised I would mention something --17 I don't know if you've seen it, and I18 know we have some ATS people in the audience too,19 but there's a new, really nice piece done by Deborah20 Ackerman on early childhood and Latinos and what are21 best practices and what is known as the big22 synthesis of the research. So I want to put you23 guys in touch with that. Because I'm not even sure24 it's fully published yet, but it's -- it's coming25 out momentarily.

Page 1231 MS. ACEVEDO: That's wonderful. We2 realize that there just really needs -- there's a3 dearth of great research that is focused on the4 Latino population and we want to augment that. But5 also knowing what exists is great too, so thank you.6 Alfredo.7 MR. ARTILES: Dina Castro is hosting8 a conference in DC in October with Gene Garcia,9 releasing the results of a multi-year center that he

10 led in North Carolina on English learners and11 Latinos in early learning stages. So I think12 they're going to be releasing a number of reports in13 addition to a couple of books. I can put this --14 MS. ACEVEDO: That'd be great.15 MR. ARTILES: -- for the subcommittee16 to get in touch with you, and they will be happy to17 share that knowledge.18 MS. ACEVEDO: That's wonderful.19 Thank you very much. I appreciate that.20 CHAIRMAN PADRON: Lisette.21 MS. NIEVES: First of all,22 congratulations on the progress, to you and the23 committee. I would add that the Center for Hispanic24 Children and Families just did a report on early25 childhood in looking at culturally relevant

Page 1241 approaches as De Blasio rolled out his universal2 pre-K. And she was one of the key, kind of, folks3 that really helped train teachers. So I want to4 make sure you get a copy of that, because I think5 that would be valuable as well.6 MS. ACEVEDO: Yeah. All of this is7 really important. One of the things that we8 discovered when we did the national summit, there9 are parts of the country that have very little

10 experience in understanding how to reach Latino11 populations, like in Arkansas, Alabama, Georgia and12 others. So all this is research body will really13 help them, and best practices will help those14 communities more rapidly integrate the population.15 So this is all great, so thank you very much.16 Anything else? Adrian.17 MR. PEDROZA: Can I just add on that18 note, that definitely the Early Learning19 Subcommittee recognizes that family engagement is a20 big part and should be central to early learning,21 especially when you look at our Latino families.22 And I know AVANCE'S well represented here with23 Mr. Richard Noriega. And AVANCE as well as24 (Spanish) and other parent engagement curriculums25 and programs were talked about at this Preschool



Page 1251 Nation Summit as being central to our work with2 Latino families around pre-K and early childhood.3 MS. ACEVEDO: Thank you.4 CHAIRMAN PADRON: Any other comments5 or questions?6 Okay. So we're going to move to the7 K -- K-12 Education Subcommittee. Dr. Gandara.8 MS. GANDARA: Thank you. I'm9 representing Dan Cardinali today also, who I know we10 all miss, but he couldn't be here, and he cochairs.11 I'll try to be brief.12 So the K-12 committee has had two13 major (inaudible). And one of those is the14 Integrated Student Services for which we had a forum15 last spring in Los Angeles. And as a follow-up to16 that, we have been attempting to organize a meeting17 that would be hosted by Roberto Rodriguez from the18 White House to explore the ways that we can further19 move the agenda with concrete actions and involving20 the private sector. And we are in the midst of that21 right now -- unless there's any update, Alejandra.22 Okay.23 Also, I wanted to remind people or24 point out that at that forum, there was the release25 of child trends report on Integrated Student

Page 1261 Services that is sort of up to the minute, what2 does -- what does the research say about Integrated3 Student Services and with a particular emphasis on4 Latino students and -- and education. And that is5 available to anyone who wants it at6 childtrends.org/issreport/. So we will continue to7 keep both the committee and the commission apprised8 of further efforts in that regard.9 So the second focus of the group10 has -- of the committee has been on teacher11 recruitment on this major initiative, which we heard12 some from Marco Davis about a little earlier. I do13 want to point out, however, that there are three14 prongs to this initiative. We basically have15 touched the first, which is kind of teacher16 recognition to raise the profile. But the other two17 prongs, which we now really need to begin moving18 forward with are helping -- encouraging young people19 and helping them find the pathway to teacher20 education and exploring and -- exploring ways for21 them to actually pay for this.22 And so the -- the (inaudible) report23 talks about this in broad terms, but we will be24 discussing these things in the committee this25 afternoon. And so much of what I would have to say

Page 1271 is really going to be dealt with in committee. So2 we invite everybody to join us at that in which3 we'll -- with respect to teacher recognition, we4 will be discussing efforts with teach.org but also5 Hispanic Heritage Foundation where we may -- we may6 decide to do a partnership around the recognition7 issues. We -- We need input on that.8 With respect to teacher recruitment,9 we had a webinar, which was listed up there, but I

10 just want to give sort of a shout out here to UTSA,11 because Belinda Flores from the campus here was one12 of the people who ran that with Christina Alfaro13 from San Diego State. Very informative, really14 nice, and I look forward to having a little summary15 of that too.16 Out of that comes the -- This was on17 August 20th. Out of that comes the idea that we18 could consider doing a policy paper within the19 committee on proven strategies for teacher20 recruitment. And that will be discussed in21 committee.22 Third, with respect to ways to pay23 for the preparation required to become a teacher,24 which we know is a significant barrier for many25 Latinos, we do want to discuss either policy paper

Page 1281 or this being part of another policy paper on2 resources for becoming a teacher. And one of the3 areas we would particularly like to point out is4 that up until the year 2000, we had Title VII5 federal grants to support teacher preparation and to6 support individuals who would go into becoming7 faculty to provide -- to do teacher preparation, and8 those disappeared. So there is a history of the9 federal government being involved in this, and we

10 think it's time to raise that conversation again.11 Another idea that had been floated,12 which we would like to float again in the committee,13 is the idea that -- that there -- a pathway to14 citizenship could be through becoming a teacher or15 preparing to become a teacher among these Dreamers.16 These are ways to think synergistically about17 policies that could be very positive for our18 community.19 I also want to raise that the20 committee in a previous meeting felt very strongly21 about proposing to the full commission that we make22 a statement about the terrible toll that the broken23 immigration system is having on Latino children and24 their education. And we all jointly crafted a25 statement. At about the point I think it was going



Page 1291 to be posted, the issue of the unaccompanied minors2 hit, complicating things somewhat. It's probably3 reasonable to think about having some discussion if4 we find the time in the committee about the5 unaccompanied minor situation, where we stand on6 this and how this affects education of young7 Latinos.8 And then another issue that I think9 would be great to discuss across the commission, but10 certainly I want to raise in the K-12 committee is11 the dissemination of materials in such a way that we12 get greater penetration. We're actually generating13 some really terrific stuff from the initiative as14 well as individual commissioners. And my concern is15 that we're not -- we haven't found perhaps the very16 best ways or as maximally effective ways as possible17 to get the information disseminated.18 So along those lines, I want to take,19 like, two minutes of my time to do a little20 dissemination here. Lilly's book, which she pointed21 out to us -- I'm sure many people would be22 interested in. Lilly, we need you to let us know23 how we get it. Okay? So can you get that24 information out about how we get it?25 MS. GARCIA: Do you want me to just

Page 1301 say it, or do you want me to send you that stuff?2 CHAIRMAN PADRON: I think it would be3 better, because there are some people that are not4 here, that you e-mail it to all of us so we would5 have it available. And the ones who are not here6 will be able to also benefit from it.7 MS. GARCIA: Thank you.8 MS. GANDARA: Monica Martinez has9 also just released a book called "Deeper Learning,"10 how eight innovative public schools are transforming11 education in the 21st century. Monica has a couple12 of copies which she could pass around that people13 can take a look at.14 But it is important to know that15 these things are coming out, and they're coming out16 from folks who are working here, who are with us.17 We are going to do -- Tomorrow evening, here at18 UTSA, we are going to do a book presentation, which19 is also being supported by our president of UTSA,20 entitled "The Bilingual Advantage." That's coming21 out in two weeks. And the subtitle of it is22 "Language Literacy and the U.S. Labor Market."23 Just to tantalize any of you who24 might still be here and want to come -- It's25 obviously free, and I have a couple of fliers here

Page 1311 about it. But just to tantalize you a little bit,2 until this set of research studies that were just3 completed, education economists have consistently4 found that bilingualism does not pay in the U.S.5 labor market, that a monolingual individual and a6 bilingual individual in the same job, the7 monolingual makes more money. That sounds very8 counterintuitive, but it gives you an idea about why9 it is so important that we have new research that

10 looks at a new era and young people coming out into11 the labor market now. So we will be doing that.12 And then I wanted to also remind13 people that Eva Longoria partnered with us in the14 Civil Rights Project to do a report and a really15 attractive, very engaging video called "Making16 Education Work for Latinas." Not the Latinos, but17 the Latinas, this way. And it is up at the website,18 can be accessed. And it's a wonderful entree for19 any of you wanting to engage this topic, because20 it's -- it's a well-made video piece that can start21 the conversation going about what do we need to do22 for Latinas. And I just want to make sure those23 resources are out there and people know that you can24 access that. So we'll have a lot to talk about in25 the K-12 Committee this afternoon.

Page 1321 CHAIRMAN PADRON: Thank you,2 Dr. Gandara.3 Any questions or comments?4 Okay. We're going to move to the5 last subcommittee, the Postsecondary Education6 Subcommittee. And Luis Fraga and Lisette Nieves7 will take charge.8 MR. FRAGA: Thank you very much,9 Mr. Chairman. I'll start and then pass it on to

10 Lisette.11 As many of you know, in August of12 2012, our Postsecondary Education Subcommittee13 organized a major symposium at USC, entitled14 "Enriching America through the 21st Century,15 Increasing Latino Postsecondary Completion." We16 focused on three areas, postsecondary education and17 Latino's access and financial aid, where three18 members of the University of Texas San Antonio19 faculty presented an excellent essay all from their20 Department of Education, "Increasing Academic21 Competence and Empowering Latino Families."22 All of the essays that we23 commissioned became immediately available on the24 White House Initiative website as well as 1825 specific policy recommendations that we derived from



Page 1331 those essays, two immediate, two medium term and two2 long term, in each -- six went in each of those3 three areas.4 For 2014, we decided that we would5 hold another symposium, which we did in June of 20146 in New York City. And it was entitled7 "Postsecondary Access and Completion For All Latinas8 and Latinos in America's Future." We again decided9 to use the same logic that we did in our first10 symposium, to identify three new policy domains that11 we would focus upon. To remind you, that logic was,12 one, that the area be -- that the area have rich13 evidence-based research to guide innovation and14 creativity; two, that the area allow for a vertical15 and horizontal scalable policy proposals at16 institutional, local, state and national levels to17 leverage innovation and creativity; and three, that18 the policy and politics, if you will, in the area be19 movable to facilitate bipartisan coalitions of20 support for policy change.21 Based on those three criteria, we22 focused, in our second symposium in June, on, one,23 moving to the center of the postsecondary education24 landscape a focus on two-year institutions where, in25 fact, most Latina and Latino students are enrolled;

Page 1341 two, workforce development with a logic of2 understanding that early engagement and3 understanding workforce development promotes success4 both in education and in access to the workforce;5 and three, the soon to be, I think, formally6 proposed -- unless I missed it, I don't think it's7 been formally proposed yet -- the College University8 Rating System and the way in which the College9 University Rating System is, at least in theory if10 not in practice, designed to promote both11 accountability and accessibility for Latino12 students. Again, in theory. With all the13 challenges associated with it, we wanted to get out14 in front and say: Well, what are the issues, what15 are the challenges, and how do we address that?16 We again commissioned three essays17 from education scholars with expertise in these18 areas. We again followed the same logic that we had19 in the first symposium of having these essays20 assessed, not by other scholars but rather by policy21 advocates and education practitioners.22 One of the essays, the one on the23 College University Rating System, was written by24 another University of Texas San Antonio family25 member, Andrea Nunez, who did a wonderful job on

Page 1351 that essay.2 The reason for having the policy3 advocates and practitioners respond to the essays is4 to promote the sort of dialogue that rarely happens5 in education circles where researchers engage6 directly with people who are doing the hard work of7 trying to get legislation passed and who are8 actually running education programs and balancing9 budgets. And we had a tremendously rich discussion

10 there as well.11 To talk more about the nature of our12 June meeting and our June symposium -- and I want to13 publicly thank Lisette Nieves for all of the work14 that she did mobilizing an incredible network of15 people, of stakeholders in the education arena in16 New York and in the northeast region generally --17 Lisette Nieves will talk in a bit more detail about18 that particular symposium.19 MS. NIEVES: Thanks, Luis.20 We were happy to host it in that21 small town of eight and a half million people in22 New York City. (Laughter.) And I think the reason23 why we wanted to also do it is that we were on the24 west coast for the first symposium, we wanted to be25 on the east coast for the second symposium. The

Page 1361 third symposium, we would love to be in the midwest2 or the southwest. I just want to put that there3 first -- out there.4 The regional differences, the5 sub-ethnic data, all of that's so important for us6 to understand when we talk about Latinos. And I7 want to say a little bit about, first of all, who8 sponsored it. We were fortunate to have the Edwin9 Gould Foundation provide support for it. The City

10 University of New York provided enormous support.11 And we were using the Roosevelt's town home12 residence to host the event where he actually did13 his first presidential inaugural address. So it was14 pretty powerful when you think about opportunity.15 And then the third was the UNO Foundation as well as16 some others. So I want to make sure that we17 recognize them. Because so much of this work has to18 be a collaborative across, and so those sponsors19 stepped up quite ably.20 The second thing is the approach that21 we chose. I think the approach that's pretty22 important for us is that we often talk maybe23 sometimes in these circles that we kind of know what24 other people are writing and doing. And the truth25 is that people who are doing the work do not get to



Page 1371 sit across researchers. They don't. Right?2 Implementation, quality implementation and forums,3 what I would say, quality academic research as well.4 And if we stay isolated, we really can't move the5 needle on seeing kind of persistence and6 continuation in higher ed.7 So we are really proud that we had a8 hundred people in attendance over the two days. And9 they were a mix of providers from many K-1210 providers to higher ed. Again, we may function in11 silos, but the rest of the world doesn't necessarily12 agree with those silos if they're working with the13 whole Latino family.14 The second thing that -- The third15 thing I think is pretty significant about it, that16 we have a student voice at every part, at every17 transition. And that's critical. And what does it18 mean to curate student voice so that it's not just19 "Please get up and tell your story." I think that's20 not -- that can be a positive or a negative. It's21 about being very deliberate about curating that22 voice.23 What are the narratives that we know24 make up the Latino, as we say, educational voice.25 So we had four young adults, older-returning Latino

Page 1381 with two children, fastest growing population at the2 City University of New York as one voice.3 (Inaudible), young adult, who was consuming higher4 ed through an alternative program, now successful on5 Wall Street, as another voice. A young person, who6 is a DACA recipient and someone who's about to be7 looking at graduate school. And another person, who8 has just finished her master's in bilingual ed9 certification and had done her first year of10 teaching and has been rehired as a teacher in the11 public school system, talking about what it meant to12 get through school, to persist, but more13 importantly, what it meant to be under-supported and14 serving Latino students back in the community.15 And so each of those narratives were16 woven through and, I think, anchored the discussion17 to made it -- to make it that much more realistic.18 I want to thank the commission, all of your support19 was there. Alex and your team were great. We were20 able to be able to put all of this on YouTube. Some21 sessions might be a little bit more for bedtime22 reading -- I'm just joking. No. But particular23 student's speeches and the narratives I think are24 enormously valuable.25 The other thing that was, I think,

Page 1391 critical in the approach was, we were able to have2 the newly appointed chancellor for The City3 University of New York give an address there, which4 is important. When you're first coming out5 (inaudible) event for Latinos, you understand that6 that's a significant population for you, which7 allows me to then apply my pressure afterwards.8 And then we also had the first9 speaking engagement by our Under Secretary for

10 higher education there as well, Ted Mitchell, which11 we were fortunate to do that. So all of that came12 together.13 And the next steps include collecting14 final drafts from the three domains. I think that's15 important. And to know that -- I think, Marta, you16 had said, "To what end do we use some of these?"17 And I think when you have practitioners in the room18 who are calling you right afterwards and saying, "I19 have never seen wage data collected to -- connected20 to certificates and connected to bachelor's degree21 recipients for Latinos ever before" -- And they're22 right. Dr. Cardinali did that for us for the first23 time. We had research that had not been done24 before. We were really proud of that. And they're25 using that in their grant proposals, how they

Page 1401 describe -- describe and discuss their work. So I2 want to say that practitioners are hungry for this,3 but more importantly, that researchers are hungry to4 connect to people who care about their work as well.5 So we are collecting the final drafts6 from the three domains. We're looking forward to7 get those. Luis and I thank you all for all those8 who are on the higher ed committee. If you could9 throw your hands up so everyone sees them. Yea.

10 Milly Garcia -- Dr. Garcia was also a respondent,11 and we thank her for that too. If we could -- We'll12 all be working together to make sure that the13 revised papers match to the short-term, medium-term14 and long-term policy recommendations that we have.15 The last thing I think that I want to16 end with is just that when we're thinking about next17 steps or thinking about other work that we could do18 on the higher ed committee, we may literally be19 looking in our smaller group talking about these20 domains a little bit more, weaving in a little bit21 more particularly around technology, we've been22 talking about that, and other bits like that.23 But in all, I just want to thank24 everybody who was there. It was unbelievably25 exciting. We did not have mariachis. I'm sorry.



Page 1411 But -- But what we did have was a group of people, I2 think, who forever think about the work that they do3 in a very deliberate way now linked to research. So4 thank you.5 CHAIRMAN PADRON: Lisette and Luis,6 thank you for such an upstanding job. People that I7 don't even know, when they find out that I'm8 connected to the commission, they tell me what a9 wonderful job you guys did, you and the rest of the10 committee.11 We have a time issue. So what I'm12 going to suggest is that -- Before the public13 comment, we're going to have a little time to refer14 to these committee reports. But we have a special15 guest at 1:15, and that's time certain, Congressman16 Joaquin Castro, who kindly agreed to come and make17 remarks. So we cannot be late for that. And our18 lunch is not in this building, so we have to do some19 walking. And we'll have not enough time for lunch,20 so let's start moving there, that's my suggestion,21 so we can all have something to eat and be back in22 time for 1:15. So I'm going to adjourn the meeting23 right now until 1:15, and we'll be back for that.24 (Recess from 12:05 to 1:12.)25 CHAIRMAN PADRON: Okay. Now that

Page 1421 we're all here, let's begin the second part of our2 meeting today.3 This afternoon, we're really4 privileged to count on the presence of a great5 friend, a great American leader, who has been able6 to take the time to be with us for a few minutes7 today and make some remarks. But to introduce him,8 I'd like to give the privilege to our commissioner,9 Luis Fraga. He has a special meaning to feel proud10 of this young man here. And Luis will tell you why11 he feels specially proud to be able to do this.12 MR. FRAGA: Thank you very much,13 Mr. Chairman.14 I have the -- and I think Joaquin is15 getting used to this -- the high honor and distinct16 privilege of introducing Congressman Joaquin Castro.17 Joaquin was a student of mine when I was at --18 (Applause.)19 MR. FRAGA: -- and despite being a20 student... (Laughter.)21 I first met Joaquin, I believe it was22 in the fall of 1993, when he was a sophomore at23 Stanford University. And he and his brother,24 Julian, were students in my urban politics and25 policy class at Stanford University. And they have

Page 1431 been very gracious -- and Joaquin has always been2 very gracious -- in allowing me to continue to be3 part of their lives and to be there at a number of4 their incredible successes in the course of their5 leadership and advancement in the United States.6 If I may, it was very clear from day7 one that Joaquin was different and his brother was8 different than many other students at the9 university. They had a sense of politics and a

10 sense of responsibility that was -- that11 demonstrated a maturity that was far, far beyond12 their actual years. They always had this sense of13 understanding things more deeply than many other14 students in the class.15 There was, among the most distinctive16 parts of their character, this groundedness, this17 rootedness in their home community of San Antonio.18 When I would ask them what they planned to do in19 their lives, they -- you know, of course they20 planned to go to law school. Joaquin graduated from21 Stanford in 1996. That's when they went to Harvard22 Law School in 2000. When I would talk to them early23 on, they said, "Well, you know, wherever we wind up24 for our advanced education, we're going to go back25 to San Antonio. San Antonio is home. San Antonio

Page 1441 is where we're rooted."2 But the greater rootedness that I3 always saw in Joaquin was that there was, I think, a4 principled resolve to take whatever opportunity he5 would have to serve his community -- and he defines6 community in different ways -- to serve his7 community as best he possibly could. There was a8 sense of commitment to giving back, a sense of9 commitment to helping those who still needed help

10 that was overwhelmingly impressive, and frankly, for11 me, and I think for many who meet him, motivation.12 When he was elected to the Texas13 State Legislature where he served five terms, he14 served as chair -- vice-chair, I believe, of the15 Higher Education Committee, where one story, he may16 not remember, he told me about a very delicate17 negotiation he was proud of regarding modifications18 in Texas's 10 Percent Plan and was critical in19 making sure that that plan continued to serve the20 needs of first-generation college students and did21 not devolve into something that was much less the22 case.23 He was also the democratic floor24 leader in the Texas House. I can't imagine how25 difficult a job that must be to be the democratic



Page 1451 floor leader in the Texas House. But very quickly2 earned the reputation for working just as well with3 republicans as the democrats and trying when it was4 possible to make progress in areas like mental5 health, teen pregnancy and juvenile justice, areas6 that we know serve our Latino communities very well.7 He is now, as a member of Congress, a8 member of the House Armed Services Committee and the9 House Foreign Affairs Committee. Clearly, there is10 foreign policy in his future and very much, I think,11 a place where there is a need for reasoned voice in12 helping us think through our responsibilities in13 areas of foreign affairs. His focus on building14 infrastructures of opportunity here in the city, his15 focus on San Antonio Reads, his focus on the16 National College Advising Corps, his work on the17 National Association of Latino Elected and Appointed18 Officials all point to someone who is not just going19 to be the regular congressmen, but someone who is20 going to give back to the community.21 It's hard for me to explain what it22 means to see the type of success that one of your23 students has to do things that few people have the24 opportunity to do. It 's even harder to explain25 what it means to see them do it with such

Page 1461 commitment, such responsibility, such care and such2 a great sense of (Spanish). So please join me in3 welcoming Congressman Joaquin Castro.4 (Applause.)5 CONGRESSMAN CASTRO: Thank you,6 Professor (laughter), very much for that7 introduction. It was wonderful -- wonderful to have8 you here. And I was excited when I saw your name on9 the list of attendees. You know, it makes me wonder10 where 20 years goes for all of us. But thank you11 for that, for being such an incredible mentor and12 somebody who's always been a champion of my brother13 and myself. We thank you very much.14 Thank you to Dr. Padron and all the15 commission members for taking time to be here with16 us in San Antonio and also for being part of this17 initiative to make improvements in Latino academic18 achievement, in public education and also in higher19 education.20 During my five terms with the Texas21 Legislature, I served as Vice Chair of the Higher22 Education Committee and have remained involved in23 higher education and public education issues in24 Congress.25 San Antonio, I should add, is a very

Page 1471 appropriate place for the commission to visit. This2 is a place, in San Antonio and in Texas, that has3 been a laboratory -- laboratory of ideas and4 activism over the years when it comes to Latinos in5 higher ed. This is the place where a group of6 parents banded together to challenge the school7 finance system that for so long was unequal and8 hurtful to minority communities in many communities9 throughout the United States. The parents of the

10 Edgewood District, which I'm proud to represent,11 where I started school, where my dad taught for 2612 years, came together, and their case made it all the13 way to the supreme court, as they say. And when14 they failed there by one vote, I took that challenge15 to the state courts, and that started a trend16 throughout our nation that has led to more equal17 school financing. And we're very proud of that here18 in San Antonio.19 There are also other landmark groups,20 like HACU, Hispanic Association of Colleges and21 Universities, that started in San Antonio, the IDRA,22 a think tank on education policy, and many other23 wonderful things that have come out of here.24 More recently, locally, we focused25 our efforts on early childhood learning. And so

Page 1481 San Antonio, as you probably heard by this point in2 the day, in 2012, the voters of our city approved a3 one-eighth cent sales tax to make San Antonio the4 city that has the most comprehensive prekinder --5 prekindergarten education program for its people.6 As you know, that's very meaningful for the people7 of San Antonio, for its community and for our future8 prospects.9 Under my brother's leadership as

10 mayor, we also formed a one-stop center called "Cafe11 College" where students could go for anything they12 needed related to college access, affordability and13 planning. And that has become a model for other14 cities throughout the nation as well.15 So we focused on both Pre-K education16 and public education in the secondary years but also17 on our college years. And I wanted to go over, you18 know, kind of some of the highlights. I know -- I19 know that you guys have a busy schedule, and I'm20 beset by allergies today, and so I'll make my time21 quick here. But I want to speak about a few -- few22 things that I see as particularly impactful but also23 some of the gaps that I see in our education system24 as it relates to Latinos and really all American25 communities today.



Page 1491 And first, let me frame it for a2 second. And Luis mentioned my overarching3 philosophy, which is what we -- what I think4 fundamentally we are trying to accomplish, which is5 building an infrastructure of opportunity for6 Americans, and -- and that includes Latino7 communities.8 And so the way I lay it out is this:9 Just as there is an infrastructure for10 transportation in America, a system of roads and11 streets and highways that enables each of us to get12 to where we want to go on the road, the beauty of13 this country is that together we have built up an14 infrastructure of opportunity, a system of great15 schools and universities, a strong healthcare system16 and an economy that's built around well-paid jobs so17 that people can get to where they want to go in18 life. And we know that education is the surest path19 to success. It is that cornerstone of the20 infrastructure of opportunity.21 Now, over the years in our22 communities, we face many challenges in building up23 that infrastructure of opportunity. Some of those24 challenges have literally been physical. For25 example, for many years in South Texas, all the way

Page 1501 between San Antonio and the Rio Grande Valley, you2 could not get a law degree. You still can't get a3 law degree in Texas anywhere south of San Antonio.4 You still can't get a medical degree anywhere in --5 anywhere south of San Antonio in Texas. That's6 changing in a few years as a medical school's being7 developed in the Rio Grande Valley.8 Until in the 1980s, you could not9 get -- I think it was in the late 1980s -- you could10 not get a doctoral degree in the Valley. And11 perhaps in San Antonio, there were only a handful of12 doctoral programs. So in a very literal sense, in13 many Latino communities -- and using South Texas is14 one example -- there is a physical infrastructure of15 opportunity missing in our community. But that16 infrastructure of opportunity is not just physical,17 it's not just bricks and mortar; it's also about the18 programs and the approaches that we take to19 improving education.20 And so, you know, here's what I'd21 like to talk about, just some of the gaps that I see22 in what we're doing. You know, as I did my work on23 the Higher Education Committee, what I found was24 that most of the challenges that we face -- And I25 know that the knowledge here on this committee is

Page 1511 vast. And so, you know, you too, I'm sure, have2 come to many of these conclusions, but I offer these3 only as my reflections. That many of the challenges4 that we faced in a large state like Texas with a5 Latino population that is nearing 40 percent now and6 will -- will go above 50 percent in the next few7 decades, is many of the challenges that we face have8 been solved in some jurisdiction somewhere. Many of9 those have been solved in some jurisdiction

10 somewhere, but no jurisdiction has solved all of the11 challenges that we face. And the problem is that12 there is a lack of communication.13 So the way I put it, the problem is14 not the only problem. Right? You face a challenge15 first, but then once it has been solved somewhere,16 there is an equal or greater challenge in scaling17 whatever that solution is. Right? And we have18 done, I think -- And I'll speak only to the19 experience in San Antonio and in Texas. We have not20 been as aggressive, I think, as we could be in21 spreading the successful approaches that we have22 found, which is why I'm heartened by the work that23 you're doing is visiting different locales and24 taking in testimony but also reviewing the work of25 different jurisdiction to figure out what is working

Page 1521 to improve Latino outcomes. Because as I said, I2 think fundamentally, most of the challenges we face3 have been solved in some jurisdiction somewhere.4 And I see your work as instrumental in helping to5 scale and -- you know, scale up those programs.6 In public education, here's one of7 them that I never got a chance to work on. And if8 it exists somewhere and you've heard of it, then I'm9 grateful for that, and I hope that you will expand

10 it out to the rest of the nation.11 But I thought what was lacking was,12 we would discuss education issues in the13 legislature, is that, you know -- So at the14 beginning of every legislative session, we would15 bring in folks from the TEA and, you know, the16 higher ed board and everything, the universities.17 And they would talk about what they were doing and18 the different programs that they were working on,19 how they were serving their students, for example.20 But I noticed that when it was --21 when we got to the K-12 years, there were schools --22 many -- these services at many schools vary. And23 I'm not talking about the core services that are24 included in a public school. Right? You know,25 every public school has a principal, they have a few



Page 1531 guidance counselors, they have their teachers, et2 cetera. But what we never got a comprehensive3 picture of, and what I think would be extremely4 useful in improving outcomes, is almost a DNA map of5 each school, or at least each high school -- a DNA6 map of all of the services that are affiliated with7 that school.8 So let me give you an example of what9 I'm speaking of. I'm part -- I stayed on one board10 when I joined Congress, and that's the Board of the11 National College Advising Corps. It is an12 organization -- Can you imagine what Teach For13 America does in placing recent college graduates in14 our schools? National College Advising Corps does15 the same thing except instead of teaching, all they16 do is college advising. Because I think that's one17 of the big gaps in our -- in our secondary education18 system.19 So my idea is that we create a DNA20 map that shows you at each high school which21 services are there, which -- which outside services22 -- for example, Gear Up, National College Advising23 Corps, locally Project Stay, organizations that are24 dealing with all the challenges that our folks face25 in high school, whether it's teen pregnancy, going

Page 1541 to college, dropping out, all of these things -- to2 get a clear picture of what's going on in each of3 those high schools. I have not seen any model in4 Texas or really anywhere else. And like I said, if5 it exists, please tell me so I can help you spread6 it. But a model that allows us to look exactly at7 the DNA map of all of the services for each school.8 What that would allow us to do is few9 things. First, it would allow us to figure out10 redundancies in an era where budgets are tight so11 that we wouldn't -- we would no longer -- we would12 understand when we're duplicating efforts. Right?13 It would also allow us to understand which14 combination of programs is working in a particular15 place to solve a particular challenge, whether it's16 combatting teen pregnancy in high school, combatting17 dropouts, you know -- So it would allow us to not18 only eliminate some redundancies and spending on19 redundancies, but also allow us to identify20 successes and successful programs in those schools.21 That is something that in Texas we22 have not taken on. I regret that we haven't taken23 it on. I think it would be extremely useful for24 Texas and for the nation for us to do it. And I25 would urge you in your work to please consider that

Page 1551 idea as you go forward.2 Also, when we talk about higher ed,3 you know, I spent most of my time thinking and4 working on higher education policy. And scaling is5 one of the big issues we face. But also, with6 respect to our high schools, we have spent a lot of7 time over the last few decades assuming that if8 somebody is college ready that they are going to9 college. We have essentially assumed that once we

10 can substantively prepare somebody for college that11 they are then going to go to college without --12 without, I think, fully understanding that the13 infrastructures for success in those two missions14 are separate. Right?15 So -- So the way I put it, there16 are -- there are important things that happen17 outside the classroom but inside the school. Okay?18 You have to make sure that a student is college19 ready substantively but also create the20 infrastructure and support systems so that once that21 person is substantively ready to go to college, they22 are actually guided on to college from high school.23 And in the United States, we have done a very poor24 job of late in making sure that that's true.25 We know in Texas, for example, that

Page 1561 our high school -- that our student to counselor2 ratio is 1 to 420. That's why I stayed on the board3 of National College Advising Corps, because I think4 that we need to intervene, that students who could5 be very successful at some of our nation's best6 universities never even think of applying to those7 places. And for the Latino community, that means,8 folks, if you go on to our best state universities,9 whether it's UT Austin or A&M or California and

10 Berkley, UCLA, never considered going to those11 places. They never considered going to Princeton or12 Yale or Harvard.13 And there is a real gap in the14 infrastructure that we provide for actually guiding15 students into school. We shouldn't assume that16 because somebody is ready to go to college17 substantively that they are going to go to college18 or that they're going to go to the college for which19 they are best qualified. And we have a lot of work,20 as y'all know, to do in -- in solving that21 challenge.22 So making sure that -- you know, that23 we create that infrastructure, that the colleges are24 better about receiving our -- our high school25 students -- You know, we did a lot of work in the



Page 1571 legislature around developmental education.2 Developmental education is the graveyard of higher3 education. It is where our dreams go to die,4 essentially. And reforming developmental education5 so that more folks are able to get through it and to6 finish their college careers.7 As for Latinos, you know, you know8 that also in the last few decades, we've done a lot9 better job at access than we have about completion.10 The graduation rate at our col -- some of our11 colleges in Texas is lower than our high school12 graduation rates. So we have incredible work to do13 there.14 And then the last thing I'll15 mention -- then if you have any questions, I'd be16 glad to take them -- you know, there's been a17 movement afoot lately to expand vocational18 education. And for many of us, we -- I think that19 that's generally a good idea. For many of us with a20 historical perspective, particularly with Latinos21 and African Americans, of what that used to mean in22 our communities. Tracking that went on for so many23 of our folks who were directed into vocational ed24 rather than directed towards college, it's a bit of25 a sensitive subject.

Page 1581 I do think that there is an2 opportunity and that we should expand vocational3 opportunities, because it is a different world than4 the one that my dad found himself in, you know,5 years ago when he was at Fox Tech High School in6 San Antonio, or my mom, you know, when she was at7 Little Flower Catholic School. There are new8 opportunities.9 But one of the best programs in10 San Antonio is put forward that has also become a11 great model and that I think could be useful is the12 Alamo Area Academies. It is -- It is a partnership13 between our community college system, different14 industries and our high schools. So essentially,15 our high school students get paid internships. In16 the aerospace industry, for example, Boeing is here.17 Lockheed Martin and other companies. They are18 taught these -- essentially these -- these high-tech19 skills, and they are able to then, once they -- once20 they complete that internship, they have the option21 of -- of taking a well-paid job and continuing their22 college education or they can just continue on to23 college.24 So it is still very much a voluntary25 thing where nobody is, you know, trapped against

Page 1591 their will, essentially, as was the case in decades2 past. But it presents an opportunity that I think3 -- given where our economy is headed and where the4 technical expertise of our -- of our economy is5 headed -- I think represents a wonderful program and6 opportunity for our folks.7 And so with that, I just want to say,8 again, I'll take questions if you have them. But9 thank you. Thank you very much for all the work

10 you're doing. I know what an incredible undertaking11 this is. And sometimes it seems that as you -- as12 you get further and further into all of this, the13 more daunting the challenge seems of solving these14 problems.15 But it's through your work, I think,16 and through the work of many others that we're going17 to be able to actually move the numbers. And we18 have to move the numbers, because you know what's at19 stake. The Latino population is growing in --20 throughout the United States, will continue to21 represent an even greater percentage of the American22 workforce. And so quite literally, the fate of the23 American economy depends in large part on how24 successful we are and how successful you are in your25 mission. Thank y'all very much.

Page 1601 (Applause.)2 CHAIRMAN PADRON: Dr. Romo.3 DR. ROMO: Okay. I'm just going to4 thank you for joining us. And several weeks ago5 when we were in Washington, you were gracious enough6 to receive us and to come to some of our events, and7 we appreciate the tremendous work and interest8 you've had in higher education.9 And I like the way you framed it in

10 terms of the infrastructure of opportunity. And I'm11 thinking for our community, we definitely have12 missing parts to the infrastructure. We have, to13 some extent, a weakened infrastructure in some14 areas. In other extents, we have a solid15 infrastructure, but not a great infrastructure.16 And so this is what I would like to17 see us explore. There are universities -- explore18 this part; and that is, there are universities here19 that will be the place for our students. No matter20 -- I don't care if you tell the students -- We have21 a young student who has got a full ride to Rice.22 And everybody told her, "Go to Rice." And she said,23 "I went to visit Rice and actually went to visit24 UTSA, and I like UTSA better." And so she's going25 to go to UTSA. And she's going to study physics.



Page 1611 And I think she'll be fine. But in some areas,2 yeah, we're not Rice. And we want to build great3 educational centers here in our institution.4 And one thing I want to say about5 those -- about the schools, no one who builds a6 university, whether it was Thomas Jefferson,7 University of Virginia, or Mr. Stanford or8 Mr. Harvard ever saw a great university. They never9 lived long enough to see it go very far. There10 weren't great universities after 20, 30 years. It11 took a while. So I really would like to see us12 acknowledge that, that we can build great stuff. We13 may not see it in our lifetime, but it will be14 something that our great grandchildren might greatly15 appreciate, that somebody put effort into it.16 And I know that you and your brother17 have done good things for us, and I appreciate that.18 I'm just trying to think of how we keep more people19 active in helping us build -- And look at it this20 way: California has nine schools in the AU and we21 have three. New York has seven in the AU. There's22 not that far a gap between some of the schools here,23 us and Tech and Houston, to get into and qualify for24 AU. But we need the -- We need the vision, and25 you're helping to provide some of that. So I

Page 1621 applaud that part, and I just say thanks for the2 help, and we still need some more.3 CONGRESSMAN CASTRO: Oh, absolutely.4 Thank you, Dr. Romo, for your vision and your5 leadership of UTSA over the years. You're on your6 fourteenth year?7 DR. ROMO: Fifteen, yeah.8 CONGRESSMAN CASTRO: Fifteen. And9 the university has come so incredibly far under your10 leadership and your vision. And you're right.11 There is no reason why in a city that's 60 percent12 Latino we shouldn't be able to build a tier one13 research university. And I was proud to be on the14 committee, a higher ed committee, a few years ago15 when we approved a pot of money to allow six or16 seven Texas universities to compete for tier one17 status. Because Texas only has A&M -- UT, A&M and18 Rice, whereas California has nine and New York has19 seven. So you're right; we've got to keep pressing,20 pressing for more degree programs, doctoral programs21 and fighting for our share of resources. So we'll22 continue to do that.23 CHAIRMAN PADRON: Dr. Fraga.24 MR. FRAGA: Joaquin, thank you for25 your thoughts. Could you tell us what you think

Page 1631 it's going to take for the Congress to enact2 comprehensive immigration reform?3 CONGRESSMAN CASTRO: Well, sure,4 yeah. A change in subject a little... (Laughter.)5 Well, I mean, you know, the -- You6 know, I was somebody who thought it would happen7 last year. You know, I was on all those Sunday8 shows saying, "I think it's going to happen" -- I9 was wrong. (Laughter.) It -- The interesting thing

10 about it is that if you put a bill -- if you put11 that senate bill on the floor, it would have passed12 in 2013 or 2014.13 And the reason that it doesn't14 pass -- well, the speaker won't put it on. But just15 a quick brief in congressional politics -- And I say16 this because I didn't realize this until about a17 year before I went to Congress. But there is18 something called the Hastert Rule that's employed.19 And so the speaker won't put a piece of legislature20 to the floor for a vote unless it has the support of21 a majority of the majority, which means a majority22 of republicans. Because there are enough members23 now who would vote for it. It would be about 2524 republicans and the rest democrats, but -- you know,25 to garner enough support.

Page 1641 But to answer your question, what do2 I think it'll take to pass now? My sense is that3 the President will, at some point, take executive4 action again. I think that will spur the Congress.5 I would suspect that it happens within -- I think6 within the next four years. You know, the challenge7 you have in 2015 is that you get into a presidential8 election cycle, and that can make it tough because9 of a lot of the rhetoric and other things that go on

10 there. And that's why -- Instead of just a two-year11 window, I'm going to say a four-year window.12 And I have to credit many of the13 activists, especially the Dream Act students who14 have kept up the drumbeat. The momentum for15 comprehensive immigration reform really, I think, in16 this latest iteration started in 2006 with the huge17 marches in many American cities, but then continue18 -- has continued throughout and has really been led19 by the youth, and specifically by the Dreamers. It20 has not been a movement or, you know, has not been21 led by politicians really. It's been led by22 citizens or by people.23 CHAIRMAN PADRON: Commissioner24 Abety-Gutierrez.25 MR. ABETY-GUTIERREZ: Congressman,



Page 1651 similar question, but perhaps a soft pitch. For2 those of us trying to pass early education bill,3 what advice would you give us?4 CONGRESSMAN CASTRO: That's a great5 question, you know. And the reason that I think6 it's an interesting question is because education7 policy -- There's always been politics involved in8 education policy, but now, as with climate change9 and other issues, some of these things have become10 politicized where ideology more than primitivism or11 benefit is the highest consideration.12 I think a few things. Given -- Given13 the makeup of the Congress now, I think you have to14 show -- As I mentioned when I talked about that DNA15 map of schools, that what we're trying to achieve16 is -- is purposeful, that it's efficient, that it's17 cost effective and that it will be effective. And,18 of course, you know, we have to continue speaking to19 the benefits of early childhood learning. But my20 fear and what I see sometimes is the issue becomes21 politicized for its own sake, you know, where the22 parties take different sides, and then, well, you23 know, if the party that supports it is not in power,24 then you're going to have a problem enacting it.25 And so I think to the extent that you

Page 1661 can stick to the facts. And in this arena, I think2 the facts present themselves very well when we talk3 about outcomes and benefits. To the extent you can4 stick to the facts, I think that's your best shot.5 MR. ABETY-GUTIERREZ: Thank you.6 CHAIRMAN PADRON: Congressman, do you7 have time for one or two more questions?8 CONGRESSMAN CASTRO: Yeah, sure.9 CHAIRMAN PADRON: Okay. Who's next?10 I'm sorry, Sylvia.11 MS. NIEVES: No problem. Thank you12 very much.13 My question kind of fits both foreign14 policy and higher ed. And that's that because of15 the cuts in higher ed funding from federal and state16 levels, universities have looked to students outside17 the United States to fill their seats at high -- you18 know, at higher tuition rates, but the -- so they19 come and get educated. But the communities that20 support those universities from their inception and21 continue to maintain, it's kind of challenging for22 them to see that, to see that their kids, those23 seats that their kids are -- potentially could24 occupy are not because the university sees that they25 could get a lot more freight from those other

Page 1671 students.2 In addition, in a very competitive3 global market where we -- you know, we're basically4 helping a lot of countries that are competitive with5 us, you know, supporting their intellectual capital6 that leaves, and then we've really denied an7 opportunity. So what are you thoughts on that?8 CONGRESSMAN CASTRO: Yeah. No, I9 think you've identified a growing problem. On two

10 fronts, first, you want to be able to serve the11 people of the community. And fundamentally, as a12 country, we want to be able to serve first and13 foremost Americans and make sure that we're growing14 our talent here before recruiting international15 students. With that said, you know, some of the16 brightest minds of course are in our country, but17 they're also in other parts of the world. And the18 ironic thing is that once we bring folks over and19 train them as doctoral candidates, for example, and20 PhD students, then, because of immigration issues or21 other issues, they're often sent back to the places.22 I was in Shanghai, China in 2010 for23 the World Expo, and we were touring different24 facilities in China, in higher education facilities.25 And, you know -- And the folks there, the organizers

Page 1681 of the tour, were very clear about one of their2 strategies, which is, they are looking to cherry3 pick some of the brightest Chinese minds that have4 studied at American universities and repatriate them5 back to China once they've gotten all of this6 training in the United States.7 So, you know, you're kind of caught8 between two goals, which are not -- not always9 converging but are both very important. Right? How

10 do you serve your community here, but also, we want11 the brightest minds to remain in the United States,12 particularly once you've trained them.13 So I can say that I think in14 Congress, that is on our radar. I've heard many15 conversations about that. Again, it's one in the16 long list of things that we need to get to. One of17 the long list of policy items that we need to get18 to. But at least it's something that people are19 very much aware of and talking about. So that's20 good.21 CHAIRMAN PADRON: Nancy.22 MS. NAVARRO: Thank you very much,23 Congressman. Thank you so much for everything that24 you do. I've been very, very impressed with your25 presentation.



Page 1691 So, basically, since you are now2 serving in Congress, how do you see the potential3 for reframing, really, the contributions and also4 now that we have the numbers, right -- For a very5 long time, especially in some parts of the6 country -- and I'll speak about Maryland, you7 know -- some of us knew what was coming, but then8 the 2010 census put it in black and white, it was9 wonderful. So for many of us, it's just a very10 tangible no-brainer that this is a population that11 is growing by leaps and bounds and that it is a12 socioeconomic issue for the survival of this country13 moving forward.14 So how do you see in Congress -- You15 know, what can be done to help reframe the16 potential, the contribution of the Latino population17 so it then becomes a bipartisan interest of sorts,18 right, because it's a socioeconomic issue versus,19 you know, constantly having to fight these battles20 on all these different policy frontiers, whether21 it's education or access to, you know, jobs or22 (inaudible) -- I mean, every single policy arena you23 should have run into the same roadblocks.24 And I'm really curious about that.25 Because when I look at the projections, you know, of

Page 1701 our demographic changes and how it's going to2 continue to multiply, it just makes all sense in the3 world that this should be really a partisanship4 issue in terms of solving it. What do you see as5 the bright spots, if any, in Congress in shifting6 that? What do you think it'll take?7 CONGRESSMAN CASTRO: A few things.8 I -- I mean, I think overall -- particularly when9 you have a divided Congress and you are going to10 require the cooperation of both parties to govern to11 get something done. I think Latino students -- I12 mean, the American students generally, but Latino13 students need to be cast as the generators of14 economic opportunity and economic wealth. And I15 think, you know, if you -- As an aside, if you watch16 the immigration debate, what's been very heartening17 is that you now have people in groups from every18 part of the political spectrum that have endorsed19 comprehensive immigration reform, including the U.S.20 Chamber of Commerce.21 I remember, last year, there was a22 press conference that the President held at the23 White House where both the president of the U.S.24 Chamber of Commerce and the president of AFL-CIO25 were standing right by the President together. Now,

Page 1711 how many times are you going to get those guys to2 stand together at a podium? Right?3 And so I think that, to a large4 extent, that economic argument, that these folks are5 the people that are going to be the workers who are6 supporting themselves and their families but also7 who are paying in to Social Security to making sure8 that Social Security and medicare are solvent. I9 think that that argument -- that argument is very

10 powerful. You know, you -- Of course the politics11 in our country are also very delicate, and so I12 think to the extent that we can stick to that13 argument and push it forward --14 You know, and there are -- there are15 humanistic arguments and others that I think are16 also very important and powerful. But like I said,17 you know, when you talk about political realities18 and winning over certain groups in Congress, I think19 that economic argument is the most powerful.20 And then it also comes down to local21 communities and state legislatures. You know, I22 know Maryland passed it own version of the Dream23 Act, for example. Governor O'Malley and others were24 very instrumental in being able to do that. And --25 And, you know -- And so in some places, in some

Page 1721 states, you'll fare better than others. When it2 come to the federal government, I think it really is3 about the future, about the country's economic fate4 and about this large Latino population of workers,5 you know, sustaining these programs that are going6 to be beneficial to all Americans in the coming7 years.8 CHAIRMAN PADRON: One more question.9 Yes.

10 MS. TIENDA: I much appreciate your11 focus on the economics. And we made this argument12 at the National Academy of Sciences report in 2006.13 The problem is that the issue is political. I mean,14 the politics. So if they're looking at the15 demography, I can tell you about the economics of16 the demography, but the politics in the demography17 is what's at issue. Otherwise, we wouldn't be18 having all of these states trying to say -- like19 Texas where you have to have a voter -- you have to20 have a picture ID to vote. In Pennsylvania, you21 need a picture ID to vote, you need 55 documents to22 vote. If it wasn't about the politics and23 representation. So we represent a threat.24 So you go back to 2006, the motto25 was: Today we march, tomorrow we vote. And in



Page 1731 every successive election, the youth have been2 coming out. You know, this was historically3 unprecedented, the youth voting rates in '08. And4 even though they didn't hold up in '12, they did --5 are still higher. And so the margin in the new6 destinations is changing. And that's what's at7 issue for the republic. It isn't about the mass.8 Because you can maintain this country with equality9 (inaudible) ourselves. That's for sure. But the10 politics seems to be the big holdover. The same11 reason that we're not having comprehensive12 immigration reform this discussion is because of the13 political stakes here and who's going to vote for14 what and what it means for the rest of the country.15 CONGRESSMAN CASTRO: Oh, I know.16 MS. TIENDA: Not the deciders to17 decide what the demography is unfolding.18 CONGRESSMAN CASTRO: And there's no19 question that there is -- there are those who stoke20 fear in American politics. You know, you also have21 many folks in Congress that are not familiar with22 Latino communities, that don't represent large23 Latino communities. So there is some amount of24 acquaintance that needs to be had.25 And in one practical item, I would

Page 1741 suggest, and one that I -- you know, I recently2 worked on some what I -- just as we passed Pre-K for3 SA, or Pre-K for San Antonio, I had built --4 essentially allowed for resources for communities to5 expand Pre-K throughout the country. Now, you know,6 it's going to be tough to pass that in this7 political environment, but we want to lay the8 groundwork for later. And others, like George9 Miller and others who have done wonderful work on10 Pre-K.11 But one of the things that I12 specifically have worked on with regard to that13 legislation is allowing local communities to bid for14 federal dollars directly to the federal government.15 Because what you see here in Texas, for example, is16 once the governor says, "We're not going to take17 race to the top money," well, there's hundreds of18 millions of dollars that are gone to San Antonio, to19 the Rio Grande Valley and other places.20 And so I hope that this commission21 can sound a drumbeat, you know -- People from all22 over the political spectrum, but particularly on the23 right, have always said that local control rates.24 Well, that's fine. Allow local communities to bid25 for money directly from the federal government

Page 1751 surpassing the states who are unwilling to go along2 with it. (Applause.) If the state government3 chooses not to draw down federal funds, that's fine.4 But why should a local community be hostage to one5 person's ideology? You know, allow San Antonio and6 other places to draw down on federal funds. And so7 I think that we can push down on that.8 And incidentally, I think that that9 would also -- I think you would find people on the

10 right who would be supportive of that same idea. If11 you have, you know, a democratic governor, you have12 a republican president, democratic governor in13 California or some -- you know, some other place, on14 other local initiatives that they would support. I15 think we can be supportive of those things across16 the board. And so I'm pushing for that. I hope17 that you guys will push for that. Because, you18 know, we're losing out in Texas. We're losing out19 on a lot of opportunities because our governor and20 our legislature simply won't compete for or draw21 down federal resources.22 CHAIRMAN PADRON: Congressman, you23 have been extremely gracious. We wish you more24 success.25 (Applause.)

Page 1761 CHAIRMAN PADRON: Now, the agenda2 tells me that -- We are fortunate that the speaker3 that we're supposed to have this morning has been4 able to make it to San Antonio. So we have with us5 Ajita Talwalker, who I happen to know through my6 work with the White House. And she's here to share7 with us some very important information.8 And we're very grateful for your9 being here with us today.

10 MS. TALWALKER: Thank you so much.11 Good afternoon. Thanks so much to Dr. Padron and12 Alex and Maribel and the rest of the initiative13 team. I was truly honored to be invited, not just14 because this is my first chance to come before you15 and share in the conversation, but because I hold16 what you all do in this room with such high regard.17 So much of the progress that we've made around18 educational opportunity from cradle to career or, as19 I like to call it, from the smallest to the tallest20 has been because of the leadership that you provide21 and the work that you do day in and day out in your22 respective communities and on your respective23 campuses.24 My work with the White House is25 focused primarily on the talls, specifically around



Page 1771 all of the postsecondary work for the Domestic2 Policy Council. And specifically around the goal,3 the very (inaudible) of the goal the President laid4 out in 2009 when he first took office, that our5 country would once again lead the nation -- lead the6 world with the highest proportion of college7 graduates.8 And everything that we've done9 successively over the past several years has been in10 advancement of that goal. The President describes11 the importance of a college education not just as a12 luxury but as an imperative, as a prerequisite for13 economic mobility in the new economy. And a lot has14 kind of happened since the President set that first15 goal. And I think we are continuing to evolve,16 especially given the political limitations that the17 congressman eloquently outlined before I got up18 here, to keep that compass pointed at that North19 Star goal.20 We know that college completion has21 many contours. And because the reality is that not22 all Americans enjoy the same kind of opportunity to23 postsecondary education, persistent gaps remain in24 college enrollment, in college attainment based on25 income, most acutely with students from wealthy

Page 1781 families attending college almost -- almost always2 compared with just over half of high school3 graduates in the bottom quarter. And while over4 half of students enrolled in college obtain a degree5 within six years, the completion rate for low-income6 students hovers at 25 percent for BA recipients.7 Gaps in completion rates and8 attainment, while beginning to narrow, also are9 persistent across racial lines with 51 percent of10 Latino students graduating with a BA within six11 years compared to 62 percent of whites and 2212 percent of Latinos age 25 or older and holding an13 associate's degree compared with 46 percent of14 whites.15 In order for our nation's aspirations16 around college completion to be realized and to try17 to close those equity gaps, we know that more18 explicit attention needs to be given around college19 affordability and the concept of value while20 maintaining quality, promoting innovation in21 competition and ensuring that at the back end22 student debt remains a manifold. And we know that23 we have to pay attention to the specific contours24 around college completion and that that can be a25 challenge.

Page 1791 To that end, last August, the2 President outlined an ambitious agenda to stay -- to3 make sure that college stays within reach of4 American families. In addition to supporting the5 tools and resources that support better6 decision-making about college search, about college7 selection through initiatives like the College Score8 Card and the Financial Aid Shopping Sheet, the9 agenda included directing the Department of

10 Education and the secretary to establish a new11 system of college ratings, which many of you are12 familiar with.13 The new rating system, unlike many of14 the private sector, ranking systems is not intended15 to consider institutions on factors largely16 correlated with institutional wealth or selectivity17 but rather to focus on the institutions that are18 providing access, ensuring affordability and19 strengthening outcomes for students with a20 particular emphasis on highlighting colleges that21 are dedicated to serving the needs of low-income and22 underrepresented students like many of the23 Hispanic-serving institutions we have around the24 table.25 This was recognized as an

Page 1801 extraordinarily challenging task. And in2 undertaking this task, I would like you to know that3 we are -- we are quite humbled by the difficulties4 associated with it. And accordingly, the department5 has conducted over 80 sessions with approximately6 4000 participants over the past several months,7 including a range of college presidents, students,8 parents, researchers, statisticians, economists,9 many of which have provided very constructive

10 feedback on ways we can overcome some of the common11 areas of feedback that we've heard raised.12 A common area for feedback was to13 ensure that the college rating system didn't create14 disincentives to enroll or to serve low-income15 students or students from underrepresented16 backgrounds. Other areas included ideas for better17 measurement of indicators such as graduation rates18 and earnings data, particularly for community19 colleges who were serving students that are -- that20 are nontraditional but on a increasingly frequent21 longer term pathway to degree completion as well as22 ways to try to measure other noneconomic outcomes23 that a lot of colleges as a mission supports24 students in achieving, including graduate education25 but also public service.



Page 1811 Through the outreach, we've sought2 the help of higher education experts and education3 leaders that have really helped the department and4 the administration around the development of5 ratings. And some of you all have contributed to6 that conversation, particularly Dr. Nunez from UT7 San Antonio, who's launched input and assistance in8 helping us to try to think through how to design9 something carefully crafted that we hope to be able10 to share for additional feedback later this fall.11 Even beyond the actual creation of a12 rating system or the ability to highlight or13 differentiate between institutions that are serving14 high-need students well, the effort kind of puts us15 very squarely in the domain of thinking about the16 usefulness of data in supporting the principle17 objective laid out by the President, which is --18 which is better opportunity, better outcomes for19 American students.20 This is particularly critical if we21 mean it to be a strategy to effectively meet the22 needs of students who enter college academically23 under-prepared or who may require more comprehensive24 support services to support their social and25 emotional needs to help them succeed in college.

Page 1821 And each day in my line of work, it2 feels like we're learning more about the kinds of3 different interventions on campuses that are4 changing the way that students learn that are5 proving to be more effective in the way that6 students are supported and identifying ways that7 resources on a campus or in a community can be8 optimized towards focusing on students from9 low-income and unrepresented backgrounds.10 Some of you may have seen the article11 in the New York Times a couple of months ago now12 that talk -- highlighted the story of a chemistry13 professor at UT Austin, who's now, I think, the14 associate provost or senior provost, who used the15 institutional research team on campus to identify16 patterns of students who are struggling to succeed17 in the chemistry class in order to design an18 intervention that ultimately was focused on19 achieving comparable gains for students with20 lower -- comparably lower SAT scores, lower -- from21 lower SES families and who were also first22 generation.23 The result of the intervention24 included not only better academic performance in the25 course but longer term impacts with respect to

Page 1831 persistence and graduation. The story goes on to2 describe the universities use of predictive3 analytics to identify students who may be at risk of4 not completing on time in order to target piece of5 (inaudible) that are just in time to support these6 students through the campus's student success7 program.8 But what was so incredible about the9 story to me was how straightforward the approach

10 was. It was identifying the problem. It was11 measuring the dimensions of the problem using the12 data that was available, designing the intervention,13 aimed at addressing the problem and then testing the14 intervention in order to figure out what works and15 how to scale that more broadly.16 This approach was interesting because17 it can be and has been implemented across a range of18 institutions, not just research institutions but19 four-year comprehensive institutions, community20 colleges. And it's one place where the21 administration is particularly excited about seeding22 additional work. To that end, one of the things23 that we are most excited about is the first time24 we've gotten funding in the higher education space25 to promote innovation. So we received $75 million

Page 1841 in First in the World, innovation funding money,2 which the department is running a competition around3 that is focused on innovative efforts to increase4 access, persistence and completion especially for5 underrepresented and low-income students with a6 focus on driving those innovation resources towards7 minority-serving institutions.8 I think what we are excited about is9 the possibility that these kinds of efforts can

10 be -- can drive towards improving the actual11 outcomes around student learning while also reducing12 costs. And it also, I think, represents an13 important opportunity for us to really focus on14 building the evidence base for what works and being15 able to share across the higher education16 enterprise.17 First in the World fits as a piece of18 a larger of the administration's efforts that rely19 on all of us to do more to support college20 opportunity. In January, the President and First21 Lady issued a call to action and hosted the first22 college opportunity summit, which was meant to be a23 year of action. And at the summit, more than a24 hundred colleges and 40 organizations announced new25 commitments that were targeted on making sure more



Page 1851 low-income and underrepresented students had the2 opportunity to attend and complete college.3 The commitments ranged significantly4 from enrolling more low-income students, increasing5 the pool of students that were college ready through6 early interventions, providing better7 college-advising opportunities and strategies to8 improve the college search and selection process,9 all the way to implementing strategies to10 successfully move students who enter our11 institutions academically under-prepared to be more12 successful on a pathway towards a degree or13 credential rather than relegating them to a sequence14 of remediation courses that are going to be a dead15 end for them.16 In organizing the call to action, the17 President and the First Lady were hoping that18 colleges and universities, businesses, nonprofits19 and philanthropies could come together to bear20 resources on designing these actual commitments.21 And the response was very inspiring. But22 particularly inspiring amongst the commitments were23 those that were very focused on using the data that24 they had to design -- the data they had about25 students to design the kinds of interventions that

Page 1861 would ultimately be effective and being able to have2 a (inaudible) for evaluating those things in order3 to make sure the results were something that could4 be used, not just across campus but across campuses.5 So many of the commitments6 underscored the work that colleges do to support not7 just their student but their faculty and the8 leadership on campus to make it possible for9 colleges, like Dr. Padron's college, to provide10 mandatory advising for all students who were first11 time in college and who demonstrated basic12 deficiencies or skills gaps.13 Last month, the White House announced14 a second college opportunity summit. And with this15 summit, we're actually hoping to do a better job --16 an even better job of acutely focusing on driving17 towards the kind of outcomes that are more systemic18 in nature and, to that end, underscore the19 President's agenda thus far on the K-12 and the20 higher ed side. We hope to do this primarily21 through two new tracks of work.22 The first new track of work is around23 strengthening and building stronger K-12, higher24 education partnerships within communities as an25 anchor towards community-driven, collective-action

Page 1871 efforts that improve college readiness, but not just2 college readiness but college going, so the3 transition to college. And supporting -- The second4 is supporting institutions of postsecondary -- of5 postsecondary institutions that can build coalitions6 committed to producing additional graduates but7 through an approach that is a network-based approach8 that involves a lot of the -- the aim of what we're9 trying to get to, which is how can you, in a sense,

10 pilot its scale.11 So how can you collectively, across12 institutions, agree upon a shared set of13 intervention with common value, test those across14 the campuses; and instead of one pilot happening on15 one campus and figuring out how to scale it, how do16 we build something that is actually, in a sense, at17 scale that has results that are generalized all18 across the enterprise?19 I hope to get the -- I talked for20 awhile now, so I'm aware of that. I hope to get the21 chance to talk to a number of you. I know that22 there's a subcommittee meeting this afternoon, so23 I'd love the opportunity to engage more with you on24 that.25 I'm happy to answer questions. I

Page 1881 know we're running a bit behind on schedule, so...2 CHAIRMAN PADRON: Yeah. We have,3 unfortunately, very limited time. So what I'm going4 to suggest as you visit with the subcommittees if5 they have any questions, which I'm sure they will,6 we can take that opportunity. And I'll be happy to7 go with you.8 MS. TALWALKER: That's great.9 CHAIRMAN PADRON: Okay?

10 DR. ROMO: I'm sure, Mr. Chairman,11 they would love to have her paper.12 MS. TALWALKER: Oh, sure. Do you13 mind if I send it?14 DR. ROMO: She was working pretty15 fast.16 CHAIRMAN PADRON: Very good. Well,17 thank you so much again for coming all the way --18 MS. TALWALKER: No, thank you for19 having me.20 CHAIRMAN PADRON: -- from DC. And,21 you know, I personally have witnessed your work and22 what you're trying to do. And I commend you for23 that. I know you are very persistent, and that's24 how you get something done. So thank you again.25 MS. TALWALKER: Thank you.



Page 1891 CHAIRMAN PADRON: We're now going to2 move -- The subcommittees are going to move for the3 discussions. And I have the groups. Early Learning4 back here. And K-12 and Postsecondary are going to5 the gallery, which is next door. We will reconvene6 at 2:45.7 (Recess for breakout discussions,8 2:09 to 2:57.)9 CHAIRMAN PADRON: We are ready to10 hear the report from the Early Learning11 Subcommittee. We need the chair of the Early12 Learning Subcommittee to start reporting, please.13 The Early Learning Subcommittee will report now.14 MS. ACEVEDO: Hi there. We're very15 excited about the Early Learning Subcommittee.16 We're going to have a roundtable right after this.17 And so we were flushing out how do we were going to18 handle the roundtable and how we make sure that the19 learnings that we -- we take from today's meeting20 are disseminated, because San Antonio has a great21 story, and we really want to focus on the -- the22 leadership, the -- the marketing, you know, the23 brand awareness, the lessons learned and so that we24 can put it in a White Paper and then share it with25 the other communities so that they can see what we

Page 1901 can do.2 Then the next thing is the symposium.3 Again, like our friends in higher ed, we realized4 that there are some pockets of knowledge that need5 to be filled in in an evidence-based, research-based6 way for early learning, especially for the Latino7 population. So we are looking at late May, early8 June in Chicago. Which turns out where Heckman -- -9 Dr. Heckman, who has written a lot about the10 economic advantages of early childhood, is located.11 And then Ounce of Prevention is also located there,12 which has a great model for early learning. So for13 early learning, we got that.14 And then what we're also going to do15 is, this fall, we're going to go meet with HHS,16 because they do so much with Head Start and a lot of17 things that fit in directly with early learning. We18 want to go to DC and meet with them and start19 putting that checklist together that -- Dr. Padron,20 the report card checklist, the things that we'd like21 to see happen in the next year.22 Folks, did I miss anything?23 CHAIRMAN PADRON: Is Manny hosting24 that symposium?25 MR. SANCHEZ: Indeed.

Page 1911 CHAIRMAN PADRON: Then I won't miss2 it.3 (Laughter.)4 CHAIRMAN PADRON: Send me the date as5 soon as you have it.6 MS. ACEVEDO: Okay. It's late May,7 June. And just right now the areas of focus -- If8 anybody thinks we need to add something, please let9 us know. But we're really looking at this -- and

10 Adrian reminded us -- is a system of early11 childhood. And the research areas that we're12 looking at or practice areas are family engagement,13 bilingualism, accredit-- accreditation,14 certification, because we know a lot of early15 childhood was done with the -- the neighbors or16 family, and then aspect of the physical and17 cognitive learning from kids, so tying in with18 Let's Move. If there's any other things that people19 think we need to add, let us know.20 MS. NAVARRO: I don't know if --21 Sylvia -- I was kind of late coming in, but -- Of22 course, one of the things that we want to learn23 about are the different funding models that have24 been successful across the nation, but also maybe25 some innovative funding models that we haven't

Page 1921 thought about. And I know that there have been some2 conversations in some of the national association of3 county meetings about social impact bonds. Many4 jurisdictions are sort of taxed out. But there are5 options like that that are very innovative and have6 been used for some other type of policy-related7 issues. Maybe this is one of them.8 So maybe, you know, a summary or just9 a real collection of what's worked and also maybe

10 what could we explore as an innovative funding11 strengths for -- to fund these very wonderful and12 very important programs.13 CHAIRMAN PADRON: Thank you, Sylvia.14 Did you want to --15 MS. ABELLA: Sylvia, as I was16 listening to you earlier -- I just wanted to make a17 point -- if you're meeting with HHS, and I hope that18 you will also mention that transition to K-12 is19 really important for HHS to go -- But in the20 literature, noncognitive learning oftentimes,21 usually refers to things like persistence and22 engagement and that sort of thing as opposed to23 health and welfare and nutrition and those kind of24 things. So I just would want to make sure -- I25 think meeting with HHS, they're going to have that



Page 1931 other agenda -- but make sure that that's really2 clear, that it's that broad -- broader supports that3 we really need to pay attention to.4 CHAIRMAN PADRON: Thank you.5 Anyone else?6 Thank you again to you and the7 committee. Great work.8 We move now to the K-12 Subcommittee.9 Patricia?10 MS. GANDARA: Well, our report's11 going to be short, because we only got to Item 112 of 17. But I suppose maybe the most important thing13 is we are committed to having a series of conference14 calls so that we can get through the rest of the15 agenda.16 But basically what was not totally17 decided but heavily leaning on was in terms of the18 Latino teacher initiative and the recognitions that19 we are very interested in partnering with Hispanic20 Heritage Foundation where this effort could continue21 to have a life beyond us and who -- by everything --22 everybody has a say as a terrific group of people23 who really focus on Latino culture. And it's a24 different way of coming to recognize and coming to25 identify these outstanding teachers. It's through

Page 1941 their students.2 So they -- the students who -- who3 are identified as being outstanding high school4 students nationally actually nominate a teacher who5 was critical in their lives, which allows us to tell6 the stories of both the teacher and the student,7 how -- how this played out in their life. So we8 thought this was especially rich and -- and could9 add a whole new dimension. So we're going to be10 meeting on the phone to continue pursuing this to11 see if this really can't work for us.12 And then I was reminded, I don't13 think we announced, Eduardo, that Lilly is now the14 president of CTA and the first -- and the first --15 I'm sorry. (Simultaneous discussion.) The16 president of NEA and the first Latina ever to hold17 that position.18 (Applause.)19 MS. GANDARA: Thank you.20 CHAIRMAN PADRON: Thank you.21 Any questions of Patricia?22 Hearing none, we move to the next and23 last subcommittee, the Postsecondary Committee.24 MR. FRAGA: I'll report on behalf of25 our committee. We, as our primary focus of

Page 1951 attention, identifying the policy domains that might2 be the focus of a subsequent symposium and work that3 we might do in the future. We identified four4 tentative ones. And I want to ask anyone who has5 any other ideas to please tell them to us. Send6 them to White House Initiative, to Alex, Emmanuel or7 Marco, or send them to Lisette or myself directly so8 that we can expand on the possible agenda to9 consider.

10 One of the issues that -- the primary11 issue that came up was state and federal funding and12 the way in which we need more systematic13 consideration of the decline in state funding and14 its impact on our communities and opportunities in15 our communities, but also the way in which federal16 funding, as much as it might try to compensate for17 that, has some significant inequalities built in,18 such as providing additional money for19 research-intensive institutions and not balancing20 that investment and a necessary investment, a good21 investment, an investment that should be supported22 but with the needs of institutions that are actually23 serving large numbers of first-generation students24 who have no equivalent way of accessing additional25 resources to do their very important work as well.

Page 1961 Related to that, of course, is the2 question of, as a second policy domain,3 institutional capacity. And the implications, of4 course, the funding for institutional capacity, but5 also the way in which there doesn't seem to be an6 arena where we can talk about the institutional --7 the hierarchical differences and great disparities8 in institutional capacity and the way in which9 different systems of funding simply reenforce those

10 asymmetrical statuses that institutions have, such11 as the size of endowments and the amount of money12 that goes toward athletic programs and whether or13 not those two, in combination, need to be considered14 as we think about state funding formulas and federal15 funding formulas and where the money should be16 targeted.17 Third was the need to focus on18 graduate training and the pipeline that exists for a19 training for graduate and professional schools and20 where Latinos and Latinas and first-generation21 students generally and students from a working class22 background generally fall into that and what their23 patterns are. There's some good work that's already24 been done on it, and we want to look at it more25 systematically.



Page 1971 And lastly, the fourth issue that we2 identified where, if you will, data challenges and3 especially data gaps that exist. And one of our4 members, Marta, brought up the extent to which5 sometimes a great deal of research is generated when6 if one looks at the data a little more carefully,7 one finds that the data are not particularly robust,8 shall we say, where the data may not be as solid as9 one might expect and where, therefore, any policy10 conclusions that might be reached on the basis of11 the analysis data could be noticeably misinformed.12 Among the best examples of this, although it didn't13 come up in our discussion -- I'll add this as a14 parenthetical comment -- are the inherent15 limitations as Lisette was mentioning earlier in16 conversation of IPEDS and the IPEDS data and whether17 it's rich enough to be able to allow us to make the18 sorts of conclusions that we want.19 Lastly, I want to say on behalf of20 Lisette that we want to compliment Alex and the21 staff for the policy forums that have been --22 Forums? Fora? Flora? No, whatever23 the right term is. Somebody Google it and tell me24 for forum, the plural of forum.25 -- that occurred and the way in which

Page 1981 they bring together stakeholders from many different2 sectors. This is a model that we tried to replicate3 in our own symposium for the Postsecondary Education4 Committee and something that we hope will continue5 into the future.6 One of the things we have not done is7 to have a symposium or arena where our three8 subcommittees -- thank God we're talking together9 and working through an agenda -- that might in some10 way -- that might in some way allow us to leverage,11 if you will, in a more systematic way the insights12 that each of our subcommittees has brought up.13 Thank you, Mr. Chairman.14 CHAIRMAN PADRON: Thank you, Luis and15 Lisette and the members of the committee.16 Any questions of either Lisette or17 Luis?18 MS. NEIRA: I just want to echo that19 last recommendation, Luis. But I think it's20 critical that we not only leverage but see where we21 overlap so that the recommendations are not22 redundant and that we can get more out of the23 process.24 MR. FRAGA: Thank you.25 CHAIRMAN PADRON: Yes?

Page 1991 MS. MARTINEZ: That, or I might2 recommend, you know, we just need the, you know,3 smaller talk kind of thing and address the pipeline,4 two or three committees.5 CHAIRMAN PADRON: Very good.6 I think it's appropriate to ask7 Alejandra to work with the staff to brainstorm in8 how to accomplish that, to bring the three9 subcommittees into an agenda that would really bring

10 it together. I think that's a great idea.11 MS. CEJA: We'd be definitely happy12 to explore that. And we'll also be exploring the13 opportunity to convene with the other White House14 initiatives now that they've got their commissions15 on board. So we will pursue both of those16 opportunities.17 CHAIRMAN PADRON: Great.18 Any other questions? Comments?19 Okay. We move now to the public20 comment section of the agenda. We have three21 individuals who have signed up to speak. And we22 appreciate the fact that they are here. And all of23 you who took the time to be with us today, very much24 appreciated. It means a lot. These presentations25 are going to be limited to three minutes each. And

Page 2001 we're going to start with the vice president of2 TSTA, Ovidio -- let me see -- Ovidio -- Ovidia3 Molina. Pardon my ignorance, but if you would tell4 us what TSTA is, I would appreciate it.5 MS. MOLINA: Sure. TSTA is the Texas6 State Teachers Association, affiliated with NEA.7 I am here sort of like a proud mama.8 We have one of our locals, Education Austin, who had9 been really working hard with DACA students. So

10 we've had NEA grants help Education Austin. And11 they put on DACA trainings and clinics. They've12 helped students fill out their paperwork, have it13 all ready just to mail out with their fees.14 Montserrat, our vice president, says15 that in-state tuition is a must to be able to help16 students reach their dreams. Nothing is more17 powerful than seeing a DACA student graduate and18 begin work in the profession they've chosen. That's19 the most powerful thing. Because we need role20 models. We need kids that have gone through it to21 come back and talk to the students that have to22 filled out the paperwork. Because they're scared.23 They're scared that they're giving out all this24 information and their families are going to be taken25 away. That fear is what's hurting us. And so thank



Page 2011 you for having this, because hopefully more2 knowledge will bring more people to fill out the3 forms to become documented and have a brighter4 future.5 So I'm going to give my time...6 CHAIRMAN PADRON: Thank you very7 much. Thank you for what you do.8 MS. GARIBAY: Hi. My name is9 Montserrat Garibay. I'm a national board-certified10 teacher, and I'm the vice president of Education11 Austin. We are emerged local. We're part of NEA12 and also from the AFT. And we have been -- We got13 a -- received a grant from the NEA of $15,000. And14 we embarked in a yearlong campaign of giving15 resources to teachers and classified staff about16 what DACA means. And we feel that it's really17 important that our members receive this information,18 because it's accurate and is reliable. So we19 decided to put eight educational forums and five20 DACA clinics. And in addition to that, we also gave21 six DACA scholarships to undocumented immigrant22 students.23 And it's been just one of the most24 empowering experiences for our locals to see our25 members actually giving this information to the

Page 2021 students. I think when it comes from a teacher, it2 really empowers the families and it builds -- our3 membership also really works building confidence4 with the families.5 And as a union, I think it's really6 important to work on social justice issues, so we're7 very pleased to do that. But in addition to that,8 our district -- I -- I work for -- representing the9 teachers and employees from the Austin Independent10 School District. And we also -- the district is11 hiring (inaudible) teachers. And the teachers --12 Those teachers are members now, and they're putting13 these educational forums together and the clinics14 together.15 So I'm passing -- Ovidia's passing16 just a little pamphlet of information that we have17 done and all the work that we are doing to make sure18 that our students and undocumented immigrant19 families are receiving accurate information from our20 local and from our union. And so just wanted to21 share that with you and to thank you. And we're22 very excited about doing this work for our students23 and for our families. So thank you for your time.24 And also, I just real quick wanted to25 give recognition to Rick Noriega, our

Page 2031 representative. He actually was the one that passed2 in-state tuition for undocumented students here in3 Texas. So I'm just very grateful for all his work.4 (Applause.)5 CHAIRMAN PADRON: Thank you very6 much, Montserrat. I think we have a question.7 MS. ACEVEDO: Or just a comment. I8 worked with Montserrat in Austin. And I just want9 to say, she's one of those teachers you want -- you

10 know, you wanted to highlight. She was working in11 the one of the toughest Title I schools. She paid12 out of her own money for the kids who didn't have13 food. She was there buying supplies for kids who14 didn't have it. She would be there volunteering15 for -- Anytime you needed to have a teacher for an16 after-school activity, she was there. And on17 Saturdays, weekends, she was there. And so her18 commitment is -- is much more than a job. I mean,19 this is her passion.20 MS. GANDARA: Can you send an e-mail21 so we can get her on a list?22 (Laughter.)23 MS. ACEVEDO: Okay. Thank you.24 CHAIRMAN PADRON: Thank you.25 Okay. Next on the agenda, we have

Page 2041 Belinda Harmon.2 MS. HARMON: Thank you. I'm Belinda3 Saldana Harmon. I'm director of Community Outreach4 right here at UTSA in the office of P-205 Initiatives.6 And first of all, I do want to thank7 Dr. Fraga for representing this group so well last8 February at the Texas Association of Chicanos in9 Higher Education Conference in the Fort Worth area.

10 And we'll be having another conference this February11 in El Paso. We'd love to -- I'm on the speakers12 committee, so I'd love to anyone to be a speaker.13 The other important reason that I'm14 here is, I've heard many comments about parent15 engagement. Last year, the office of P-2016 Initiatives hosted a summit where we talked with17 three key areas, business, K-12 and higher ed, and18 talked about what the gaps were still in education19 and how we could work together to close those gaps.20 One of the key areas that was21 mentioned was parent engagement. And we know that22 parents are the first teachers, and they are23 lifelong teachers for their children. And so this24 Saturday, September 6th, right here at the UTSA25 downtown campus, we are hosting a P-20 summit



Page 2051 focused on parent engagement with a focus on2 children K through 8th grade. The parents will be K3 through 8th grade. Because we do not want to wait4 until they are in high school to give them critical5 information. So parents will be attending sessions6 focused on new legislation regarding HB-5, the soft7 skills or 21st-century skills, if you will, and how8 to be advocates for their children's success.9 So if you all are planning to stay at10 all in San Antonio, we invite you to attend. But we11 are very proud that UTSA is very focused on not only12 the pipeline, but parent engagement. Thank you.13 CHAIRMAN PADRON: Thank you very14 much.15 Last, but certainly not least,16 Richard Noriega, president and CEO of AVANCE.17 MR. NORIEGA: Thank you,18 Mr. Chairman, on behalf of AVANCE, the national19 board of directors and the families and children20 that you serve. I'd like to thank the committee for21 bringing this very important commission to22 San Antonio, Texas. I hope you all enjoyed the cool23 weather here in San Antonio, and certainly soon a24 cold margarita will help soothe that a little bit.25 (Laughter.)

Page 2061 But I also want to thank the2 commission too for the emphasis in the area of early3 learning and for the two subcommittee chairs for --4 for allowing us to participate in some of that5 discussion. AVANCE's a 40-year organization and is6 focused on, as was mentioned by the previous7 speaker, that the parent is the first teacher in the8 home is the first classroom. And for 40 years, we9 have been implementing our two-generation10 intervention with primarily Latino families. And on11 September the 13th, we -- we are honored to12 celebrate 40 years of this -- of this work, this13 body of work. And of course everyone here, please,14 are invited. It will be -- It will start with a15 workshop by Ellen Galinsky, who is the author of the16 "Mind in the Making," which again speaks to those17 executive skill functions of -- of brain development18 and so forth.19 But I think that there's a tremendous20 opportunity with the time that remains in the21 current administration to help synchronize a lot of22 the department -- departmental efforts that are23 occurring to be able to -- with executive action be24 able to help with the sustainability of25 organizations that are doing great work out there.

Page 2071 Because I believe that early childhood component is2 the pebble in the pond, which then everything else3 kind of flows from that and is absolutely critical.4 And that is what -- I'm just blessed to be able to5 do this body of work with tremendous families and6 folks.7 And incidentally, Montserrat is my8 boss. She's on our national board of directors. So9 we're pleased to be able to see over 40 years of

10 work and the kind of families that have graduated11 now become -- done wonderful things that they are12 the next chair of this commission or President of13 the United States, as we say.14 So thank you again, Mr. Chairman,15 for -- for allowing me to come. And thank you for16 your work and for bringing us to San Antonio. And17 we look forward to the meeting in Chicago next --18 next spring. Thank you very much.19 CHAIRMAN PADRON: Thank you so very20 much.21 Well, this brings us to the end of22 our meeting. I have to tell you that I don't cease23 to be impressed with the level of passion that each24 and every one of you bring to the table and to the25 discussions. It's very evident that we have

Page 2081 participation of all of you. The challenge is for2 me to be able to control the time, but that's a good3 problem to have.4 I think we -- we're making some good5 progress, but we have a lot of work ahead of us, as6 I said at the beginning. And I feel that some of7 the suggestions you have made today will go a long8 ways toward making our -- our work more focused and9 more -- more robust and more intentional.

10 So with that, I'd like to close the11 meeting. Thank you all for participating and wish12 you well. Thank you.13 (Applause.)14 (Proceedings concluded at 3:20 p.m.)15 -oOo-16

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Page 2091 THE STATE OF TEXAS *2 COUNTY OF BEXAR *3

4 I, TERRY L. LOCHTE, a Certified Court5 Reporter duly commissioned and qualified in and for6 the County of Bexar, State of Texas, do hereby7 certify that the forgoing is a true and accurate8 transcription, taken to the best of my ability, of9 the President's Advisory Commission on Educational10 Excellence for Hispanics, held at the University of11 Texas at San Antonio Downtown Campus, 501 W. Cesar12 Chavez Boulevard, San Antonio, Texas 78207,13 September 3, 2014, from 9:09 a.m. to 3:20 p.m.14 IN WITNESS WHEREOF, I have hereunto15 set my hand on this ____ day of September, A.D.16 2014.17

18

19 ___________________________________20 TERRY L. LOCHTE, Texas CSR 7042

Expiration Date: 12/31/1521 Hoffman Reporting & Video Service

206 E. Locust22 San Antonio, Texas 78212

Telephone No.: (210) 736-355523

24

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compassion (1)compensate (1)compete (4)Competence (1)competent (1)competition (2)competitive (3)competitive-edge (1)compile (1)compiling (1)complementary (1)complementing (1)complete (2)completed (5)completing (3)completion (17)complicating (1)complications (1)compliment (1)component (3)components (2)composition (3)comprehensive (10)comprised (2)computer (1)computing (1)concept (5)concepts (1)concern (1)concerned (1)concerns (1)concerted (1)concluded (1)conclusions (3)concrete (2)condition (1)conducted (1)conference (6)confidence (1)confirmed (1)congratulations (1)Congress (14)Congressional (2)Congressman (20)congressmen (1)conjunction (1)connect (6)connected (6)

connecting (1)connection (4)consensus (1)consequence (1)consider (9)consideration (2)considered (4)considering (4)consistent (3)consistently (1)constantly (2)constructive (1)Consulate (1)consulates (3)consuming (1)contact (6)contains (1)C-O-N-T-E-N-T-S (2)context (1)continuation (1)continue (31)continued (2)C-O-N-T-I-N-U-E-D (1)continues (2)continuing (7)continuously (4)contours (2)contract (1)contracted (1)contradictions (1)contribute (5)contributed (2)contributing (1)contribution (1)contributions (3)control (2)controversial (1)convene (1)Convening (1)converging (1)conversation (14)conversations (7)convicted (1)cool (1)cooperation (1)coordinating (1)co-pay (2)co-pays (1)

copies (2)copy (1)core (2)cornerstone (1)Corporation (1)Corps (5)Corpus (1)correct (1)correlated (1)cost (3)costs (1)Council (6)Counsel (1)counselor (1)counselors (3)count (1)counterintuitive (1)counties (1)countries (1)country (33)country's (1)County (7)couple (16)course (18)courses (1)Court (4)courts (1)cover (1)coverage (10)covered (6)cradle (2)crafted (2)crafting (1)create (17)created (4)creating (4)creation (1)Creative (2)creativity (2)credential (1)credible (1)credit (1)criminal (1)criteria (2)critical (19)Cross (1)cross-sector (1)CSR (2)CTA (1)

cultivate (3)cultural (2)culturally (4)culture (1)Cultures (3)curate (1)curating (1)curious (1)current (2)Currently (4)curriculums (1)Customs (1)cut (1)cuts (2)cyber (2)cycle (6)

< D >D.C (1)DACA (15)dad (3)Dade (1)Dallas (1)Dame (1)Dan (3)Daniels (1)Darlene (5)data (28)datas (1)date (4)daunting (1)Davis (22)day (12)days (4)DC (5)de (3)dead (3)deal (4)dealing (2)dealt (1)dearth (1)debate (1)Deborah (1)debt (1)decade (1)decades (4)decades-long (1)decide (3)decided (4)



deciders (1)decision-making (1)decline (1)decreased (1)dedicate (1)dedicated (2)dedication (2)Deeper (1)deeply (1)Deferred (8)deficiencies (1)defines (1)definitely (8)degree (10)degrees (3)deliberate (2)delicate (2)delivery (1)Deloitte (1)democratic (4)democrats (2)demographic (2)demographically (1)demographics (4)demography (4)demonstrated (5)denied (1)density (1)Denver (2)depart (1)Department (37)departmental (1)departments (3)depending (1)depends (2)deportation (1)deported (2)Deputy (4)derived (1)descent (2)describe (3)describes (1)describing (1)deserve (1)design (4)designed (1)designing (2)despite (1)destinations (1)

detail (1)details (2)determine (1)develop (5)developed (1)developing (1)development (11)developmental (3)devolve (1)devote (1)dialogue (4)dias (5)die (1)Diego (2)difference (1)differences (2)different (53)differentiate (1)difficult (4)difficulties (2)dimension (2)dimensions (2)Dina (1)dinner (1)direct (3)directed (2)directing (1)directly (8)Director (15)directors (2)disabilities (1)disappeared (1)discovered (1)Discovery (1)discrepancy (1)discretion (1)discuss (4)discussed (1)discussing (2)discussion (11)discussion. (1)Discussions (7)diseases (2)disincentives (1)disparities (1)disprove (1)disseminated (2)dissemination (2)distinct (2)

distinction (1)distinctive (1)distinguished (1)distribute (3)distribution (2)District (8)districts (2)diverse (5)diversify (2)diversity (3)diverted (1)divided (3)DNA (5)doable (1)doctoral (4)doctorate (3)document (1)documentation (1)documented (1)documents (1)doing (53)dollars (6)domain (2)domains (5)Domestic (2)Dona (1)donated (1)door (3)doubled (1)download (1)Downtown (5)Dr (34)draft (1)drafted (1)drafts (2)draw (3)drawers (1)dream (4)Dreamers (5)dreams (2)drive (2)driven (2)driving (2)drop (1)drop-in (1)dropout (1)dropouts (1)dropping (3)drove (1)

drumbeat (2)dual-language (1)due (2)Duke (2)duly (1)Duncan (2)duplicating (1)Duran (12)dust (2)dynamite (1)

< E >earlier (10)Early (67)earned (1)earnings (1)easier (2)east (2)easy (1)eat (2)Echevarria (1)echo (1)economic (8)economics (2)economists (2)economy (5)Ed (33)Edgewood (1)Edinburg (1)editing (1)Eduardo (5)educate (1)educated (2)education (112)EDUCATIONAL (21)educations (2)Edwin (1)effect (2)effective (8)effectively (1)effects (1)efficient (1)effort (19)efforts (33)eight (7)either (3)el (5)Elaine (3)elected (2)



election (2)elementary (1)elevating (1)eligible (3)eliminate (1)Ellen (1)eloquently (1)e-mail (2)embarked (2)embarking (3)emerged (1)emerging (5)Emerson (1)Emmanuel (3)emotional (1)emphasis (6)emphasize (2)employed (1)employees (1)employment (3)Empowering (2)empowers (1)enables (1)enact (1)enacting (2)encourage (8)encouraging (2)endorsed (1)endowments (1)Energy (2)enforcement (2)engage (4)engagement (12)engaging (1)engineering (1)English (5)enhancement (1)enjoy (1)enjoyed (1)enormous (1)enormously (1)Enriching (1)enroll (5)enrolled (5)enrollees (1)enrolling (2)enrollment (13)ensure (11)ensured (1)

ensuring (3)enter (7)entering (4)enterprise (2)Enterprises (1)entertain (1)entire (3)entitled (3)entity (1)entrance (2)entree (1)entry-level (2)environment (3)environments (1)envisioning (1)equal (3)equality (1)equip (1)equipping (1)equity (1)equivalent (1)era (2)eradicated (1)Eskelsen (1)Espanola (1)especially (12)essay (2)essays (6)essentially (9)establish (2)established (4)establishing (1)estimated (1)et (7)ethnic (2)ethnicity (3)Eva (1)evaluate (1)evaluating (1)evening (1)event (6)events (11)eventually (1)everybody (7)everyone's (1)evidence (1)evidence-based (3)evident (1)evolve (1)

exact (1)exactly (8)example (22)examples (2)EXCELLENCE (16)excellent (3)exchanges (2)excited (8)exciting (7)exclusively (1)execute (1)Executive (10)exist (2)existing (1)exists (5)exit (1)expand (10)expanding (2)expect (1)experience (2)experiences (1)expertise (4)experts (2)Expiration (1)explain (3)explicit (1)exploded (1)explore (7)explored (1)exploring (3)Expo (1)express (1)expressing (1)expulsions (1)extended (1)extensive (1)extent (12)extents (1)extraordinarily (1)extremely (6)eye (1)

< F >face (11)Facebook (3)faced (2)facilitate (2)facilitated (2)facilitating (1)

facilities (2)fact (18)factors (1)facts (3)faculty (4)failed (1)fairly (3)faith (1)Fall (6)familiar (3)families (23)family (6)family-friendly (1)fantastic (1)far (8)fare (1)farm (1)FASA (3)fascinating (1)fast (5)fastest (2)fast-growing (1)fate (2)fear (5)feasible (1)featuring (2)February (4)FEDERAL (42)federally (2)fee (1)feedback (9)feeds (1)feel (9)feeling (1)feels (2)fees (1)fellow (1)Fellows (1)fellowships (1)felt (1)fever (1)field (13)fields (5)Fifteen (2)fight (1)fighting (1)figure (8)figuring (1)fill (3)



filled (2)filter (1)final (3)finally (3)finance (1)financial (7)financially (1)financing (2)find (6)finding (1)findings (1)finds (1)fine (3)finish (2)finished (1)first (60)first-generation (3)firstly (1)fiscal (1)fit (3)fits (2)five (10)flagged (1)flattery (1)fledged (1)fliers (1)float (1)floated (1)floor (5)Flora (1)Flores (1)Florida (3)Flower (1)flowing (1)flows (1)flushing (1)focus (27)focused (20)focusing (12)focussed (1)folder (1)folks (31)follow (4)followed (2)follower (1)following (1)follow-up (2)food (2)football (1)

Fora (1)force (6)forcing (1)forefront (2)Foreign (4)foremost (1)forever (1)forge (2)Forgiveness (1)forgoing (1)form (3)formal (1)formally (2)formats (1)formed (1)former (3)forms (2)formulas (2)Fort (1)forth (1)fortunate (7)forum (7)forums (7)forward (19)found (10)Foundation (8)founded (2)four (11)fourteenth (1)fourth (2)four-year (2)Fox (1)Fraga (18)frame (1)framed (1)framework (2)Francisco (1)frankly (1)free (1)Freeman (1)freight (1)frequent (1)freshman (2)friend (1)friends (2)frightening (1)front (4)frontiers (1)fronts (1)

fulfill (1)full (4)Fullerton (1)fully (4)function (1)functions (1)Fund (2)fundamentally (3)funding (17)fundraise (1)fundraiser (1)fundraising (3)funds (2)further (6)future (15)

< G >Gabby (1)gains (2)Galinsky (1)gallery (1)Gama (3)Gandara (25)gap (6)gaps (13)Garcia (16)GARIBAY (2)garner (2)gated (1)gauge (1)Gear (1)gender (1)Gene (1)general (2)generalized (1)generally (6)generated (3)generating (1)generation (1)generations (1)generators (1)George (1)Georgia (1)getting (10)gift (1)Gina (2)Girls (1)give (20)given (9)

gives (3)giving (5)glad (1)global (1)go (72)goal (9)goals (7)go-around (1)God (2)goes (6)going (122)Gonzalez (1)good (45)good-old (1)Google (2)Googles (1)gosh (1)gotten (2)Gould (1)govern (1)government (24)Governor (5)gracious (4)graciously (1)graciousness (1)grade (7)graduate (10)graduated (5)graduates (6)graduating (5)graduation (6)grandchildren (1)Grande (5)grant (4)grantees (2)grants (12)grant-writing (1)grassroots (3)grateful (3)gratitude (1)grave (1)graveyard (1)great (60)greater (7)greatest (1)greatly (1)green (1)Greetings (1)grew (5)



groundedness (1)groundwork (1)Group (48)groups (11)grow (4)growing (8)growth (6)Guadalupe (1)guess (2)guest (1)guidance (1)guide (4)guided (1)guiding (1)guns (1)guys (11)

< H >HACU (1)half (3)hall (2)halls (1)hallway (1)hand (10)handful (1)handle (1)hands (1)hanging (1)happen (6)happened (4)happening (3)happens (3)happy (15)hard (5)harder (1)Harlingen (1)Harmon (3)Harvard (3)Hastert (1)Hatch (1)HB-5 (1)Head (1)headed (2)heads (1)Health (21)healthcare (2)healthcare.gov (2)hear (15)heard (18)

hearing (2)heartened (1)heartening (1)heavily (2)heavy (2)Heckman (2)held (3)Hello (1)help (31)helped (5)helpful (5)helping (18)helps (2)hemorrhage (1)hereunto (1)heritage (10)HHS (4)Hi (7)hierarchical (1)High (28)high-achieving (1)Higher (47)highest (2)high-level (1)highlight (7)highlighted (5)highlighting (4)highlights (4)high-need (2)high-quality (2)high-tech (1)highways (1)hiring (1)Hispanic (32)HISPANICS (20)Hispanic-serving (2)historic (2)historical (2)historically (1)history (5)hit (1)Hitched (1)Hoffman (3)hold (5)holding (3)holdings (1)holdover (1)Home (5)

Homeland (4)hone (1)Honestly (1)honor (1)honored (2)hope (16)hopefully (3)hoping (2)horizontal (1)hospitality (1)host (6)hostage (1)hosted (6)hosting (8)hot (1)hour (1)House (33)households (1)houses (1)housing (4)Houston (1)hovers (1)Hrabowski (2)HRS (1)HRSA (2)HSIs (5)hub (4)huge (5)Human (7)humanistic (1)humbled (1)hundred (3)hundreds (1)hungry (2)Huntington (1)hurdle (1)hurtful (1)hurting (1)husband (2)hyphen (1)

ICD (1)ICE (1)ID (2)IDEA (20)ideas (7)identified (6)identify (12)

identifying (6)ideology (2)IDRA (1)ignorance (1)ignore (1)illegal (1)Illinois (3)imagine (2)Imitation (1)immediate (1)immediately (2)Immerman (1)immigrant (6)immigrants (3)Immigration (15)impact (15)impacted (1)impactful (2)impacting (1)impacts (2)imperative (1)implementation (2)implemented (2)implementing (3)implications (1)importance (11)important (38)importantly (7)impressed (2)impression (1)impressive (2)improve (4)improvements (1)improving (3)inaudible (30)inaugural (1)incentives (1)inception (1)incidentally (2)include (1)included (11)includes (8)including (13)inclusive (1)income (3)income-base (1)increase (7)increased (3)increasing (4)



increasingly (2)incredible (10)incredibly (3)independent (6)indicators (2)individual (6)individually (1)individuals (16)industries (2)industry (3)inequalities (1)infectious (1)influence (4)info (1)information (39)informative (1)infrastructure (16)infrastructures (2)inherent (1)inhouse (1)in-house (1)initial (1)initially (1)Initiative (49)initiatives (8)initiative's (2)initiative-specific (1)innovation (6)innovative (5)in-person (1)input (4)INS (4)inside (1)insightful (1)insights (1)inspiration (1)inspiring (2)Instagram (2)in-state (2)Institute (6)institution (2)institutional (7)institutions (24)instrumental (4)insurance (3)integrate (1)Integrated (6)intellectual (1)

intended (2)intentional (1)interact (1)Interagency (12)interest (5)interested (8)interesting (7)interestingly (1)interim (1)internally (1)international (1)interns (2)internship (1)internships (2)intervene (1)intervention (6)interventions (3)intro (1)introduce (4)introducing (1)introduction (2)introductions (1)invest (4)investing (5)investment (10)investments (10)invite (2)invited (2)involved (10)involvement (1)involves (1)involving (1)IPEDS (2)ironic (1)Irvine (1)Islanders (1)isolated (1)isolation (1)issreport (1)issue (27)issued (1)issues (24)item (3)items (1)iteration (1)it'll (4)its (16)

< J >

January (1)Jefferson (1)Jersey (1)JoAnn (2)Joaquin (12)job (20)jobs (6)Joe (1)Johnson (2)join (5)joined (3)joining (3)jointly (1)joking (1)Jones (1)journey (2)JP (1)Juan (1)Julian (1)July (1)June (10)jurisdiction (5)jurisdictions (3)Justice (5)juvenile (1)

< K >K-12 (29)keep (12)Keeper (13)keeps (3)Kent (2)kept (2)key (15)kicked (1)kicking (1)kickoff (1)kids (10)kill (1)kills (1)kind (30)kindly (2)kinds (4)knew (3)knocking (1)know (214)knowing (5)knowledge (8)knowledgeable (1)

known (2)kudos (1)

< L >LA (3)Labor (6)Laboratories (1)laboratory (2)lack (1)lacking (1)ladder (1)Lady (2)lagging (1)laid (2)lamented (1)land (1)landmark (1)landscape (1)language (5)large (13)largely (1)larger (3)largest (1)LA's (1)lastly (2)late (7)lately (2)latest (2)Latin (1)Latina (2)Latinas (5)Latino (83)Latinos (42)Latino's (2)laughter (1)Laughter. (11)launch (2)launched (9)LAUP (2)Laurene (1)Law (6)lay (2)layout (1)lead (3)leader (3)leaders (11)Leadership (17)leading (3)leads (2)



leaning (2)leaps (1)learn (4)learned (5)learners (5)Learning (49)Learning, (1)learnings (1)leave (3)leaves (1)led (6)legal (1)legislation (3)legislative (1)legislature (7)legislatures (1)lessons (2)level (13)levelled (1)levels (3)leverage (14)leveraging (1)liaison (1)librarians (1)libraries (2)Lievano (1)life (8)lifelong (2)lifetime (2)lift (1)lifting (1)lights (1)likes, (1)likewise (1)liking (1)Lilly (2)Lilly's (1)Lily (2)limitations (2)limited (4)limits (1)line (2)lined (1)lines (2)linguistic (2)linguistically (2)link (7)linkage (2)linkages (1)

linked (1)links (1)Lisette (15)list (10)listed (1)listen (2)listening (3)literacy (3)literal (1)literally (7)literature (1)little (32)live (5)lived (1)lives (5)living (1)living-wage (1)Loan (1)loans (1)local (16)locales (1)locally (3)locals (2)located (2)Lochte (3)Lockheed (1)Locust (1)logic (4)London (1)long (16)longer (8)Longoria (1)long-term (2)look (29)looked (2)Looking (22)looks (3)Los (5)losing (2)lot (43)lots (2)love (9)low (4)lower (6)low-income (7)Lucerne (2)Luis (13)LULAC (1)lump (1)

lunch (2)luxury (1)

< M >Magic (2)magically (1)magnifico (1)mail (1)main (2)maintain (2)maintaining (1)major (6)majority (6)makeup (1)making (17)Making, (1)male (1)males (3)mama (1)man (1)Management (1)mandate (2)mandates (1)mandatory (1)manifold (1)Manny (3)Manuel (1)map (6)march (1)marches (1)Marco (10)margarita (1)margin (1)Maria (7)mariachi (1)mariachis (1)Maria's (1)Maribel (11)Mario (4)market (6)marketing (2)marketplace (5)marketplaces (2)markets (8)marks (1)married (1)Marta (5)Martha (2)Martha's (1)

Martin (1)Martinez (8)Maryland (4)mass (1)master's (3)match (1)matched (1)material (1)materials (1)math (2)matter (5)matters (1)maturity (1)maximally (1)maximize (2)Mayor (3)MBK (2)M-E (1)mean (18)meaning (1)meaningful (5)means (12)meant (3)measure (1)measured (1)measurement (1)measuring (2)mechanism (2)mechanisms (2)med (1)media (7)medicaid (3)medical (3)medicare (1)medium (1)medium-term (1)meet (7)Meeting (21)meetings (5)Melvin (5)member (9)members (17)membership (1)memo (1)men (11)mental (1)mention (9)mentioned (14)mentioning (2)



mentor (1)mentoring (3)mentors (2)mentorship (2)Mercedes (1)merging (1)merit (2)message (2)met (7)metropolitan (1)Mexican (2)Mexico (14)Miami (5)Michigan (1)mid-career-level (1)middle (1)midnight (2)midst (1)midwest (1)migrant (1)Migrate (1)Mildred (1)Miller (1)million (19)millions (5)Milly (3)Milly's (1)mind (2)mindful (2)minds (3)mine (2)minor (1)minorities (2)minority (5)minority-serving (3)minors (1)minute (3)minutes (5)misinformed (1)missed (1)misses (1)missing (4)mission (2)missions (1)Mitchell (3)mix (1)mixed (1)Mo (2)mobile (1)

mobility (1)mobilizing (1)model (9)modeling (1)models (7)Modesto (2)modifications (1)Molina (2)mom (2)moment (1)momentarily (1)momentum (1)money (11)money, (1)Monica (5)monolingual (2)Montgomery (2)month (14)months (5)Montserrat (5)Morgan (1)morning (15)mortar (1)mother (2)motivated (1)motivation (1)motto (1)movable (1)move (18)moved (1)movement (4)moving (12)MSI (1)Mueller-Cantu (1)multi-media (1)multi-million-dollar (1)multiply (1)multi-year (1)municipalities (1)museum (1)museums (1)music (2)mybrotherskeeper (1)

< N >name (11)names (3)

Nancy (4)narrative (5)narratives (3)narrow (2)narrowly (1)nation (16)national (26)nationally (1)nation's (6)nationwide (1)Native (2)natural (2)naturalization (1)naturalized (1)nature (2)Navarro (10)navigators (2)NBA (2)NCC (1)NCLR (1)NEA (6)nearing (1)nearly (3)necessarily (5)necessary (1)need (71)needed (4)needing (1)needle (1)needs (21)negative (2)neglected (1)negotiate (1)negotiation (1)neighborhood (1)neighbors (1)Neira (6)nervous (1)network (5)network-based (1)networks (2)Nevada (1)never (11)new (65)newest (1)newly (1)news (1)newsletter (1)nice (4)

Nieves (17)night (3)nine (4)no-brainer (1)nods (1)nominate (1)noncognitive (3)noneconomic (1)nonformal (1)nonprofit (3)nonprofits (1)nontraditional (1)Noriega (4)normal (1)North (4)northeast (1)notario (1)notarios (1)note (3)noted (1)noticeably (1)noticed (2)notion (1)Notre (1)November (5)number (17)numbers (11)Nunez (2)nursing (2)nutrition (1)

< O >objective (1)obligation (2)obtain (3)Obviously (16)occasion (1)occupy (1)occurred (1)occurring (1)October (3)O-F (2)offer (2)offered (1)offering (1)offhand (1)office (9)officers (2)offices (2)



official (4)officials (4)oftentimes (4)Oh (10)Okay (27)old (3)older (1)older-returning (1)O'Malley (1)once (14)one-day (1)one-eighth (1)one-page (1)one-pager (3)ones (7)one-stop (1)ongoing (3)online (6)

< - >-oOo (2)

< O >open (10)opening (2)operating (2)operationalize (1)opportunities (24)Opportunity (54)opposed (2)opted (1)optimal (1)optimized (1)option (3)optional (1)options (3)order (10)org (1)organization (4)organizations (9)organize (1)organized (4)organizers (1)organizing (1)original (1)Originally (3)Ortiz (15)other's (1)Ounce (1)

ourself (1)outcomes (16)outdid (1)outlined (2)outreach (17)outside (3)outstanding (2)overall (5)overarching (1)overcome (2)overlap (2)overrepresented (1)overview (1)overwhelmingly (1)Ovidia (1)Ovidia's (1)Ovidio (2)

p.m (1)p.m. (1)P-20 (3)Pacheco (1)Pacific (1)package (1)Padron (101)Padron's (1)page (3)pages (1)paid (4)pamphlet (1)pamphlets (1)panel (1)panelist (1)Paper (6)papers (4)paperwork (4)parallel (1)Pardon (1)Paredes (1)parent (7)parental (1)parenthetical (1)parenting (1)parents (15)Park (1)part (33)partial (1)participants (1)

participate (2)participated (3)participating (1)participation (1)particular (19)particularly (24)parties (2)partisanship (1)partner (1)partnered (3)partnering (2)partners (3)Partnership (5)partnerships (8)parts (6)party (1)Paso (3)pass (7)passed (6)passing (2)passion (3)path (1)pathway (4)pathways (1)Patricia (12)Patricia's (1)patterns (3)pause (1)pay (7)paying (1)pays (1)PBS (4)pebble (1)Pedroza (8)peer (2)peers (1)penetration (1)Pennsylvania (2)people (87)percent (31)percentage (1)perfect (1)performance (1)period (5)permanent (1)persist (2)persistence (6)persistent (4)person (6)

personal (2)personally (2)Personnel (1)person's (1)perspective (4)pervasive (1)phase (1)PhD (1)Philadelphia (1)philanthropic (3)philanthropies (1)philanthropy (1)philosophy (1)Phoenix (2)phone (1)physical (5)physically (1)physics (1)pick (1)picking (1)picture (6)piece (5)pieces (6)pilot (2)pipeline (5)pipelines (1)pitch (1)Pixar (2)place (17)places (9)placing (2)plan (12)planned (2)planning (3)plans (4)platform (2)platforms (2)play (3)played (1)Player's (1)plays (1)please (15)pleased (6)pleasure (3)pledge (3)plugged (1)plural (1)plus (1)pockets (1)



podium (1)poignant (1)point (26)pointed (2)points (4)police (1)policies (2)Policy (33)policy-related (1)political (7)politicians (1)politicized (2)politics (11)pond (1)pool (2)poor (1)population (20)populations (6)portal (1)portion (1)portray (1)position (1)positions (2)positive (5)possibilities (1)possibility (2)possible (5)possibly (3)post (1)posted (5)posting (2)Postsecondary (18)pot (1)potential (13)potentially (3)pov (1)Poverty (1)Powell (1)power (3)powerful (6)PowerPoint (2)practical (1)practice (3)practices (6)practitioners (4)predictive (1)preexisting (1)pregnancy (3)Pre-K (8)

prekinder (1)prekindergarten (1)Pre-Media (1)premier (1)premiered (1)preparation (3)prepare (1)prepared (4)preparing (3)prerequisite (1)preschool (8)presence (1)PRESENT (5)presentation (4)Presentations (4)presented (2)presenter (3)presenters (1)presents (1)President (35)presidential (2)presidents (2)PRESIDENT'S (8)press (1)presses (1)pressing (2)pressure (2)pretty (9)prevalent (1)prevent (1)Prevention (1)preventive (1)prevents (1)previous (3)previously (2)pride (1)primarily (5)primary (2)primitivism (1)Princeton (2)principal (1)principle (1)principled (1)prior (1)priorities (3)priority (2)private (12)privilege (2)privileged (1)

proactive (2)proactivity (1)probably (8)problem (12)problems (1)Proceedings (1)proceeds (1)process (6)produced (2)produces (1)producing (2)profession (11)professional (1)Professor (2)profile (1)profiling (1)program (14)programming (3)programs (28)progress (6)Project (3)projections (1)projects (1)promise (2)promising (3)promote (5)promotes (1)promoting (3)prongs (2)proportion (1)proposal (1)proposals (2)proposed (2)proposing (2)proposition (1)prosecutorial (1)prospects (1)prosperous (1)protagonists (1)protecting (1)Protection (1)protections (1)proud (17)proven (4)provide (14)provided (4)providers (2)provides (2)providing (10)

proving (1)provost (2)PSAs (6)Public (30)publication (2)publicly (3)public-private (3)published (1)pull (1)Purdue (1)purely (1)purpose (5)purposeful (1)purposes (4)pursue (4)pursuing (2)push (11)pushing (2)put (29)puts (1)putting (3)

< Q >qualified (3)qualify (4)qualifying (1)quality (7)quarter (4)question (19)questions (23)quick (9)quickly (4)quite (6)

< R >Rabble-Rousers (1)rabble-rousing (1)rabid (1)Race (8)racial (2)radar (2)raise (7)raised (3)ran (1)range (3)ranged (1)ranked (3)ranking (2)rankings (4)



ranks (1)rapidly (1)rarely (1)rate (4)rates (7)Rating (6)ratings (2)ratio (1)reach (22)reached (3)reaches (1)reaching (2)reaction (1)reactive (1)read (2)readiness (2)reading (2)Reads (1)ready (15)real (7)realistic (1)realities (1)reality (3)realize (3)realized (4)really (135)realm (2)realtime (1)reason (8)reasonable (1)reasoned (1)reasons (1)reauthorization (4)receive (3)received (5)receiving (4)Recess (2)recipient (1)recipients (2)recognition (4)recognitions (1)recognize (5)recognized (2)recognizes (1)recommend (4)recommendation (1)recommendations (7)

recommending (1)reconvene (1)record (1)recruit (5)recruited (1)recruiting (2)Recruitment (16)reduce (2)reducing (2)redundancies (3)redundant (1)reenforce (1)refer (2)referenced (1)referring (1)refers (1)reflections (1)reflective (3)reform (4)reforming (1)reframe (1)reframing (1)regard (4)regarding (4)regardless (1)region (3)regional (2)regret (1)regular (1)rehired (1)reimbursement (2)relate (1)related (3)relates (1)relationship (1)relationships (2)relatively (1)release (4)released (5)releasing (3)relegating (1)relentless (2)relevant (1)reliable (2)relief (1)rely (2)remain (2)remained (1)remains (2)

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resource (5)resourceful (1)resources (31)respect (6)respective (2)respond (2)respondent (1)response (1)responsibilities (1)responsibility (2)responsive (1)rest (8)result (5)results (5)retaining (1)retention (1)retired (1)retiring (1)return (1)review (1)reviewer (2)reviewing (1)reviews (1)revised (1)revolving (1)rewards (1)Rey (1)rhetoric (1)Ricardo (3)Rice (5)rich (4)Richard (2)Rick (1)ride (1)right (49)rights (7)rigorous (1)Rio (5)ripple (2)risk (1)risks (1)road (3)roadblocks (1)roads (1)Roberto (1)Robles (6)robust (5)Rodriguez (8)role (4)



roles (1)rolled (2)Rolodex (1)Romo (18)room (6)rooms (1)Roosevelt's (1)rooted (1)rootedness (2)roster (1)rough (1)round (1)roundtable (9)row (1)Rule (1)run (1)running (4)Russians (1)

< S >SA (1)safe (2)sake (1)Saldana (1)sales (2)San (62)Sanchez (9)Santa (1)SAT (1)Saturday (1)Saturdays (1)Saucedo (2)savvy (1)saw (10)saying (7)says (4)scalable (1)scale (7)scaled (1)scales (1)scaling (3)scammer (1)scams (1)scared (2)schedule (2)scholars (2)scholarship (5)scholarships (6)school (62)

schools (33)School's (2)Science (7)sciences (3)scold (1)Score (1)scores (1)screen (2)Scribner (3)SEA (1)search (2)seats (2)second (18)secondary (2)second-term (2)secretaries (1)secretary (9)section (5)sections (1)sector (13)sectors (1)Security (9)see (67)seeding (1)seeing (8)seeking (2)seeks (1)seen (10)sees (2)select (1)selected (2)selection (2)selectivity (1)selfishly (1)self-sufficient (1)seminars (1)senate (1)send (11)Senior (3)seniors (1)sense (14)sensitive (1)sensitizing (1)sent (1)separate (4)September (7)sequence (1)series (8)serve (13)

served (3)Service (10)Services (24)serving (11)SES (1)session (1)sessions (6)set (8)sets (2)setting (1)seven (4)shake (1)Shakira (2)shameless (2)Shanghai (1)share (23)shared (2)sharing (1)sheet (4)sheets (1)shelf (1)she'll (1)Shield (1)shifting (1)shifts (2)shocked (1)Shook (1)Shopping (1)short (4)shortage (2)shortages (1)shorter (1)short-term (1)shot (1)shout (1)show (7)showcase (2)showed (1)showing (4)shows (5)side (4)sides (1)sign (2)signed (2)significant (11)significantly (1)Silicon (2)siloed (1)silos (3)

similar (1)simply (6)Simultaneous (1)sincere (1)singing (1)single (1)sir (1)sisters (2)sit (2)site (3)sits (1)sitting (1)situate (1)situation (1)six (9)size (2)sizeable (1)skill (1)skilled (2)skills (4)slides (2)slighter (1)slow (1)small (4)smaller (5)smallest (1)so-called (1)social (13)society (4)socioeconomic (2)soft (2)solely (1)solid (2)solution (1)solutions (2)solve (2)solved (5)solvent (1)solving (3)somebody (11)someplace (1)somewhat (1)soon (4)soothe (1)sophomore (1)Sorry (5)sort (30)sorts (2)sought (1)



sound (1)sounds (1)South (8)Southern (1)southwest (1)space (1)spaces (1)Spanish (7)spark (1)sparking (1)speak (5)speaker (5)speakers (1)speaking (6)speaks (1)Special (7)specially (1)specif (1)specific (5)specifically (12)spectrum (2)speeches (1)speed (1)spend (2)spending (1)spent (4)spoke (2)spoken (1)sponsored (2)sponsors (1)sponsorship (1)spot (1)spotlight (1)Spots (5)spread (1)spreading (1)Spring (6)spur (1)squarely (1)STAFF (20)stage (1)stages (2)stake (1)stakeholder (1)stakeholders (12)stakes (1)stand (2)standing (1)stands (1)

Stanford (4)Star (2)stark (1)start (24)started (9)starting (7)starts (1)state (41)state-based (1)statement (2)States (22)statewide (1)station (2)stations (3)statistic (1)statisticians (1)Statistics (1)status (5)statuses (1)stay (7)stayed (2)staying (1)stays (1)STEM (6)stepped (1)Steps (6)stick (3)stoke (1)stop (1)stories (6)story (6)straightforward (2)strategic (3)strategies (6)strategy (2)Street (3)streets (1)strengthen (3)strengthened (2)strengthening (2)strengths (2)stretches (1)strict (1)strike (1)strong (5)stronger (1)strongly (2)struck (2)structures (1)

struggling (3)Student (21)students (113)student's (1)studied (1)studies (2)study (4)stuff (6)stunning (1)Subcommittee (46)subcommittees (15)sub-ethnic (1)subgroups (1)subject (4)subjects (1)submit (2)submitted (1)submitting (1)subscribers (1)subsequent (1)subsidies (2)subsidy (1)substantial (1)substantively (4)subtitle (1)succeed (4)success (7)successes (2)successful (17)successfully (3)successive (1)successively (1)suggest (6)suggestion (2)suggestions (4)summary (11)summer (3)summit (15)Summits (3)Sunday (1)super (1)superintendents (2)supplement (1)supplies (1)support (34)supported (4)supporting (8)supportive (4)Supports (7)

suppose (1)supposed (1)supreme (1)sure (53)surest (1)surpassing (1)surprised (1)surprisingly (1)survival (1)suspect (1)suspensions (1)sustain (2)sustainability (1)sustaining (1)Suzanne (1)swath (1)switched-on (1)Sylvia (13)symposium (17)sync (2)synchronize (1)synergistically (1)synergy (2)synthesis (1)system (23)systematic (2)systematically (1)systemic (1)systems (12)

< T >table (6)T-A-B-L-E (2)take (32)taken (9)takes (4)talent (2)talk (46)talked (9)talking (16)talks (3)tallest (1)talls (1)Talwalker (7)tangental (1)tangible (2)tank (1)tantalize (2)target (4)



targeted (4)targeting (1)task (10)taught (2)tax (2)taxed (1)TEA (1)Teach (5)teach.org (6)Teacher (33)teachers (43)teaches (1)teaching (31)team (5)teams (1)tech (4)technical (1)technology (8)Ted (2)teen (3)Telemundo (1)Telephone (1)television (3)tell (22)telling (2)tells (2)ten (8)ten-million-dollar (1)Tennessee (1)tentative (1)term (5)terminology (1)terms (31)terrible (1)terrific (3)Terry (3)test (1)tested (1)testimonials (1)testimony (1)testing (1)Texan (4)Texas (57)Texas-Mexico (1)Texas's (1)thank (118)thanked (1)Thanks (3)

That'd (1)theme (1)themes (1)theory (2)thing (31)things (57)think (173)thinking (8)thinks (1)third (8)thirdly (1)Thomas (1)thought (13)thoughts (2)thousands (5)threat (1)three (29)throw (2)TIAA (1)Tienda (12)tier (2)tight (1)till (2)time (68)timely (1)Times (11)Title (2)today (23)today's (1)told (4)toll (1)Tomorrow (2)tone (3)tools (2)top (18)topic (6)topics (2)Top's (1)total (1)totally (4)touch (4)touched (1)tough (2)toughest (1)Tour (4)touring (1)tours (1)town (8)track (1)

tracked (1)tracking (2)tracks (2)traditional (1)traditionally (1)traditions (2)train (5)trained (3)training (5)trainings (1)trans (1)transcription (1)transfers (1)transforming (1)transition (3)translate (1)transportation (1)trapped (1)travel (4)travels (1)Treasury (1)treat (1)tremendous (4)tremendously (3)trend (2)trends (1)tried (2)tropical (1)true (4)truly (1)Trust (1)trusted (1)truth (1)truthful (1)try (15)trying (33)TSTA (3)tuition (5)turn (2)turnaround (1)turning (1)turns (1)tweeted (1)tweets (1)twice (1)Twitter (4)two (44)two-generation (1)two-year (4)

tying (1)type (8)

U.S (14)UBS (1)UC (2)UCLA (2)uh-huh (1)ultimately (2)umbrella (1)unaccompanied (2)unauthorized (1)unbelievably (1)undergrads (1)undergraduates (1)under-prepared (3)underrepresented (7)underscore (1)underscored (1)underserved (2)understand (6)understanding (6)under-supported (1)undertaken (1)undertaking (2)underway (1)undocumented (4)unequal (1)unexpected (1)unfolding (1)unfortunately (3)uninsured (4)Union (3)unique (2)uniquely (1)United (13)Universal (2)universally (1)universities (28)University (39)Univision (3)UNO (1)unprecedented (2)unrepresented (1)unwilling (2)upcoming (1)update (5)



updated (2)Updates (4)UPIL (1)upstairs (1)upstanding (1)Urban (2)urge (1)urgency (3)USA (1)usage (1)USC (1)USCIS (6)use (6)useable (1)useful (3)usefulness (1)uses (1)usually (1)UT (5)Utah (1)UTSA (13)

< V >valid (1)Valley (8)valuable (4)value (2)various (2)vary (1)vast (3)venue (2)vernacular (1)Veronica (3)version (2)versus (1)vertical (1)vice (6)vice-chair (1)victor (1)Video (7)videotaped (1)view (1)VII (1)violence (1)Virginia (3)vision (6)visit (6)visiting (3)visits (2)

vital (1)V-me (7)vocational (3)voc-tech (1)voice (7)voluntary (1)volunteer (1)volunteering (1)vote (8)voter (1)voters (1)voting (1)vulnerability (1)

< W >wage (1)wait (2)waited (1)waiting (5)walk (2)walking (2)walks (1)Wall (1)Walmart (1)want (94)wanted (23)wanting (1)wants (1)warning (1)warriors (1)Washington (4)watch (1)water (2)wave (1)way (57)ways (18)weakened (1)wealth (2)wealthy (1)weapon (1)weapons (1)weather (1)weaving (1)web (1)webinar (10)webinars (9)website (15)websites (1)Wednesday (1)

week (5)weekend (1)weekends (1)weeks (6)Welcome (9)welcoming (2)welfare (1)well (75)well-above (1)well-developed (1)well-made (1)well-paid (2)went (9)we're (177)west (4)We've (56)WHEREOF (1)White (31)whitehouse.gov (1)whites (3)wider (1)wield (1)Wikipedia (1)willing (2)wind (2)window (2)winning (1)winter (1)wish (4)WITNESS (1)witnessed (1)Women (4)won (1)wonder (8)wonderful (23)words (1)work (126)worked (6)workers (3)workforce (17)Working (63)workplace (1)works (5)workshop (1)world (14)worst-performing (1)worth (3)woven (1)

write (1)writing (1)written (2)wrong (4)

< Y >Yale (1)y'all (5)yards (1)Yea (1)Yeah (15)Year (53)yearlong (1)years (51)year's (1)yesterday (1)York (17)young (39)younger (1)youth (10)YouTube (1)

< Z >zero (1)

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Meeting President's Advisory Commission on Educational … · 2016. 11. 28. · Meeting President's Advisory Commission on Educational Excellence for Hispanics Hoffman Reporting &