Guest post from Wynn Rosser and his colleagues from the Greater Texas Foundation

We recently completed a six-month planning process in which the foundation examined current and projected educational needs in Texas and how the foundation’s efforts might be best aligned to address them.  Through this process, we learned a great deal about the challenges Texas students face on the road to post-secondary completion and how we can focus our efforts to best help students.

To enhance our learning, over the course of four days in April 2010, a group of Greater Texas Foundation staff and directors traveled 1075 miles by van to learn about the educational needs and challenges in South Texas and meet the individuals confronting these challenges. Our learning agenda included questions such as: Who are South Texas students? What are the largest unmet educational needs in the region? What are the largest barriers to post-secondary preparation, access, persistence and completion?

The challenges facing education in South Texas are formidable, to say the least. At every meeting we learned the issues reach far beyond basic financial need (which is indeed significant), and often include complex cultural barriers to postsecondary success. And yet, in the van following visits, common descriptors of the individuals we met with included a mix of words like “committed” and “relentless.” From our first visit, we quickly learned there are a large number of very passionate, very talented individuals committed to improving educational outcomes for South Texas students.  We met with university presidents at four of the five universities, several vice presidents, deans, directors, and two ISD superintendents.

The value of this learning tour has been substantial; in particular, traveling together and experiencing first hand the potential impact the foundation can have, with the decision makers who have authority for implementation, was invaluable.

Several key lessons and themes emerged. For the most part, the students in this region are minority, low income, and first generation college students. According to 2000 U.S. Census data, the Hispanic population in four counties (Hidalgo, Starr, Willacy and Cameron) ranges from 86 percent to 97 percent of the total population. Thirty-four percent of the population lives below poverty level, compared to 16 percent in Texas and 13 percent in the United States; the per capita income in the region is $13,154 compared to $24,709 in Texas and $27,466 in the U.S. Only 60 percent of all persons in the Rio Grande Valley 25 years or older have a high school diploma and only 15 percent hold a bachelor’s degree or higher.

What do these numbers mean as far as preparation, access, persistence and completion of a post-secondary education? Because many students in the region are or will be first generation college students, this translates to lack of awareness of college preparation options, processes, and general lack of knowledge about college life. Even more important, though, is lack of resources. We heard over and over that “money matters.” At The University of Texas Pan American, for example, average family income is $30,000; 41 percent of the students’ family income is less than $20,000; 69 percent of students receive financial aid; and 73 percent of their students are Pell eligible. In addition, 21 percent of students at UTPA have dependent children.

We learned that in the Hispanic culture family is a prime consideration in all important life decisions. This is overall a very positive characteristic, but we learned, on occasion, may be a significant barrier to post-secondary success. For example, we learned that many students in the Rio Grande Valley, especially girls, are discouraged from going away to college – away from the family to an unfamiliar environment.

On the other hand, one of the powerful takeaways emphasized on multiple occasions is the importance of educating one family member – educating one individual, that first generation college student, can change the educational and economic trajectory of his or her entire family. The potential power of partnerships among funders and other stakeholders to create real systemic change in the region is exciting and tangible, and there are programs in place already having a significant positive impact.

At the university level, a few examples of programs that are showing promise to increase postsecondary are bridge programs, such as those funded through the federal GEARUP and TRIO grants; supplemental instruction, peer-facilitated study sessions; and Living Learning Communities, a cohort model in which students live on-campus in groups based on common interests. Dual or concurrent enrollment programs (e.g. early college high schools) are also gaining ground as an effective method to not only help smooth the transition to college for high school students but also to increase retention and completion.

South Texas, in particular the area right along the U.S./Mexico border, is a highly concentrated example of significant barriers to postsecondary success, but because of the individuals in place that are highly committed to improving the education outcomes of the region, it is an area ripe for significant improvement. To sum it up succinctly, as board president Dr. Southerland stated, “Individuals still make the difference, be it a teacher, parent, or a leader.”