Executive Leadership Academy
The American Association of Hispanics in Higher Education (AAHHE) has partnered with the Center for Studies in Higher Education (CSHE) at the University of California, Berkeley to create and launch the Executive Leadership Academy. This academy will be held February 28 - March 3, 2011, in San Antonio, Texas. The Executive Leadership Academy is designed to enable persons of all backgrounds who may be interested in appointments to executive positions such as provosts and presidents.
The Academy is an intensive, focused, and engaging training institute for higher education administrators and faculty from across the country and throughout the world. A select faculty team comprised of senior level higher education executives and scholars will provide an interactive curriculum covering approximately 25 hours of intensive instructional time.
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2010 Examples of ¡Excelencia! Announced
Since 2005, the Examples of Excelencia initiative has recognized programs and departments with evidence of effectiveness in accelerating Latino student success in higher education. For the 2010 Examples of Excelencia recognition, over 90 institutional programs or departments were nominated in three categories: associate, baccalaureate, and graduate levels. On September 29 at the Celebración de Excelencia, the 2010 Examples of Excelencia were announced along with the release of the 2010 What Works for Latino Students in Higher Education. Learn more about the Examples of Excelencia initiative.
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Divided We Fail
By Colleen Moore & Nancy Schulock
Divided We Fail: Improving Completion and Closing Racial Gaps in California Community Colleges, tracks more than a quarter of a million students who entered a California Community College in 2003‐04 over six years and analyzes their progress and outcomes by major racial/ethnic populations. The report highlights the urgent need to improve student outcomes in community colleges, particularly for blacks and Latinos.
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Minorities in Higher Education 2010-Twenty-Fourth Status Report
By American Council of Education
Young Hispanics and African Americans have made no appreciable progress in postsecondary attainment as compared to their older peers, and attainment rates have dipped for the youngest group (aged 25-34), according to a new report released today by the American Council on Education (ACE). These flat-lining attainment rates indicate that today’s young adults are no better educated than the baby boom generation, according to Minorities in Higher Education 2010 – Twenty-Fourth Status Report.
The report, made possible by generous support from the GE Foundation, goes on to unpack important differences among racial/ethnic and gender groups that tend to be obscured by the aggregated attainment data. Widely recognized as the most authoritative national source of information on advances made by students of color in higher education, the report summarizes trends in high school completion, college enrollment, college persistence, degrees conferred and higher education employment. The report uses data from the U.S. Department of Education’s National Center for Education Statistics and the U.S. Census Bureau.
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Dual enrollment & college participation
By Elisabeth Barnett & Liesa Stamm, Blackboard Institute
Dual enrollment programs, in which high school students take courses for college credit, may increase college participation rates of students who would not otherwise be college-bound, concludes Dual Enrollment, from the Blackboard Institute. The report examines emerging dual-enrollment programs for traditionally underserved students and the state's role in promoting or deterring dual enrollment.
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College Dropouts are Costly
By Mark Schneider, AIR
Finishing the First Lap from the American Institutes for Research shows that during a five-year span, state and federal governments spent more than $9 billion on students who did not return for their second year at a four-year college or university. The report suggests that states should re-evaluate their higher education spending and dedicate a larger portion to the number of students who actually complete degrees instead of those who enroll.
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