Using Data to Better Serve Latinx Students

• In Event: Culturally Sustaining Strategies That Promote Positive Outcomes at Hispanic-Serving Institutions

Abstract

I have served as an institutional researcher for four years in southern California. I was a research analyst for Rio Hondo College, an HSI where 77% of their students in Fall 2017 identified as Hispanic. Currently, I serve as the Director of Institutional Research for a standalone noncredit institution in northern Orange County, North Orange Continuing Education. We are one of only two standalone noncredit institutions, the second being in San Diego. Our student population consists of adult students, working multiple jobs, juggling family responsibilities and students learning the ropes of the U.S. educational system. Over a third (36%) of the students we serve each year (approximately 29,000 unduplicated), identify as Hispanic or Latino. The average age of our students is 42, with our institution serving over 50% of students ages 45 and above. We also serve a large immigrant population, with over 40% of our students being non-US citizens. Our noncredit institution serves as an entry point to higher education for many recent immigrants, refugees and undocumented. My role as the director of IR is to provide the data needed to make data-informed decisions at our institution. As a part of our data practices, I have encouraged the use of the disaggregated enrollment and outcome data that we provide to help inform institutional policies and practices. I have seen first hand the power of this type of data in the hands of faculty. I have led data workshops on how faculty can use disaggregated course success and retention data for their particular courses to better serve their Latinx students. Through our student equity advisory committees, my team and I have provided data briefs on disproportionately impacted student populations, many of which are Latinx students, for particular metrics such as access, success, retention and transfer. We have calculated the number of students needed to close these achievement gaps among our Latinx students and have facilitated the conversation of how data can be used as discussion points to better serve students inside and outside of the classroom. Despite serving a large minority population, our institution's faculty does not mirror our student population, making the data piece even more vital in supporting the success of our Latinx students.

Author

• Dulcemonica Delgadillo