The Latino Agenda Is the National Agenda

Martin Leon Barreto for The Chronicle

For years social scientists have documented the fast growth of the U.S. Latino demographic, highlighting how young it is compared with the general population and sometimes lamenting its low educational-attainment rates relative to other groups. Many foresee a work force that could be less educated at a time when 21st-century skills and knowledge — critical thinking; research; leadership; teamwork; civic literacy; and multicultural, scientific, and environmental awareness, among many other intellectual assets — are more in demand. The demographic shift, the most somber critics suggest, portends serious social and economic consequences for the nation.

But the weaknesses these observers see in education for Latinos are in fact weaknesses in the education of all Americans. And remedying them is a national challenge that will help the country at large. It is time, therefore, to elevate the educational attainment of Latinos to the level of national policy imperative.

First, let’s consider the emerging demographic reality. The latest census data, from July 1, 2014, show a population of 55.4-million Latinos. By 2060 that number is projected to more than double to about 119 million. Of the 50-million students enrolled in public elementary through secondary schools in 2015, one in four is Latino and almost half of these students are in two states, California and Texas. Since 2000 the number of Latinos in public schools has grown by almost 75 percent to 12.8 million in 2015, and this trend will continue in coming years.

Compared with past years, more Latinos are also graduating from high school, 76.2 percent in 2014, and enrolling directly in college, 65.2 percent that same year. Latinos are more likely than other groups to enroll in community colleges. In fact, 57 percent of Latino students in postsecondary education are enrolled in community colleges. In the fall of 2014, Latino students represented one in six of all enrolled undergraduates and one in five among the traditional college-age population, 18- to 24-year-olds.

Despite gains in postsecondary enrollment, Latinos, especially males, continue to lag behind all other racial and ethnic groups in attaining bachelor’s or associate degrees. Only 22 percent of Latino adults 25 and older have an associate degree or higher compared with 46 percent of whites, 60 percent of Asians, and 31 percent of African-Americans. That said, Latinos have made notable progress in recent years. In fact, between 2004 and 2013, the number of Latinos earning an associate degree or higher increased 71 percent, from 3.8 million to 6.5 million.

To sustain this upward trend, we must continue to focus on Latino success and completion efforts across the education spectrum. Education leaders should enthusiastically engage with students, families, businesses, and philanthropy to identify successes and reward teachers, faculty, administrators, and institutions that foster Latino student talent.

There are programs in place for doing so. In 2015 the White House Initiative on Educational Excellence for Hispanics, in commemoration of its 25th anniversary, issued a national call to highlight endeavors across the country to support Latino educational attainment. And Excelencia in Education, a nonprofit founded in 2004, launched Presidents for Latino Student Success, a national effort designed to engage community college and university leaders in the effort.

Most important, advancing Latino educational success should be linked to the broader discourse on national education policy. Let’s apply the most current data and best practices to discussions of college affordability, bilingual education, STEM education, school choice, reauthorization of the Every Student Succeeds and Higher Education Acts, teacher-preparation programs, and dual-enrollment and articulation agreements that smooth higher-education pathways.

These issues affect Latino students, yes, but they also affect first- and subsequent-generation immigrants from all over the world, as well as first-generation students generally, nontraditional students, students from low-income families, and students from inner-city or rural areas that may lack consistent access to many education resources.

Let’s bring about success through design, and focus on potential, not deficits. After all, the Latino community is not just emergent, it is ascendant, and if Latinos do well, we all do well.

Victor B. Sáenz is an associate professor in the department of educational administration at the University of Texas at Austin, and founder and executive director of Project MALES, Mentoring to Achieve Latino Educational Success.