ILI K-12 Educator Insights

K-12 Educator Insights 2024 2024

INDIANA LATINO INSTITUTE (ILI)

In Indiana's educational landscape, a notable demographic shift is occurring. Latinos, constituting 8.3% of the state's population according to the recent US Census, now represent 13.3% of K–12 public school enrollment, establishing them as the largest minority group in Indiana’s public schools. Recognizing this reality, the Indiana Latino Institute (ILI) has taken proactive steps to understand the unique needs of Latino students within the K–12 education system. ILI seeks to serve as a crucial resource for educators, empowering them to effectively support and educate Indiana’s rapidly growing Latino student population.

ILI directly supports over 600 Latino high school students annually throughout Indiana by providing guidance on navigating the college application process, applying for financial aid, exploring career options, and more. Additionally, at the policy level, ILI works to advocate for change through strategic partnerships and community data collection. Key policy priorities for ILI include advocating for increased funding for English Language Learner (ELL) programs, establishing statewide goals for dual credit participation, and including minority student success data in Indiana’s education accountability dashboard.

LATINO K–12 CONSORTIUM EDUCATOR SURVEY

In November 2023, the Indiana Latino Institute, supported by the Joyce Foundation, launched its Latino K–12 Consortium. This initiative is specifically crafted to impact public policy, conduct research, and pioneer innovative programs aimed at improving the educational journey and results for Latino students throughout Indiana. The consortium's core components are designed to encourage cooperation, tackle urgent challenges, and instigate beneficial transformations within our educational system. A pivotal step in this endeavor was the distribution of a survey intended to gather perspectives from educators and educational leaders across the state.

This document explores the results collected during the 2023 Latino K-12 Consortium, highlighting the urgent call for improved culturally responsive programming within Indiana's K-12 systems. The outcomes underscore key issues and ILI offers recommended best practices and solutions to address systemic barriers impeding Latino students' access to higher education.

Thank you to our attendees and partners. This work would not be possible without investment from the Joyce Foundation.

PARTICIPANTS

The 2023 K–12 Latino Education Consortium hosted a diverse range of school corporations and community organizations.

Archdiocese of Indianapolis

Bartholomew Consolidated School Corporation

Bethany Christian Schools

Bloomington High School South

Center Grove School Corporation

Elkhart Community Schools

Enlace Academy

Excel Center Gary

Hamilton Southeastern High School

Herron High School

Herron Riverside High School

ILI Leadership Circle

Indiana Charter School Board

Indiana Commission for Higher Education

Indiana Department of Education

Indianapolis Public Schools

Irvington Community School Corporation

Ivy Tech Community College, Indianapolis Campus

KIPP Indy Public Schools

Lawrence North High School

Marian University

MSD Lawrence Township

MSD of Warren Township

MSD of Washington Township

MSD Wayne Township

NEO - New Vistas High School, Portage, Indiana

Perry Meridian High School

Perry Township Schools

Purdue Polytechnic

Rochester Community School Corporation

Scecina Memorial High School

School City of Hammond

Seymour Community School Corporation

Seymour Community Schools - Juntos 4-H

Southridge High School

Southwest Dubois School Corporation

Teach Indy

The Mind Trust

TuFuturo - Columbus North High School

Victory College Prep

Zionsville Community Schools

PARTICIPANTS

responses

complete

COUNTY REPRESENTATION

The largest percentage (47%) of respondents neither agreed nor disagree 24% of respondents agree or completely agree 26% of respondents disagree or completely disagree.

LATINO HIGH SCHOOL STUDENTS IN MY COMMUNITY ARE PREPARED TO ATTEND AND BE SUCCESSFUL IN COLLEGE.

The survey reveals ambiguity among educators regarding the college preparedness of Latino high school students A significant proportion neither agreed nor disagreed, indicating uncertainty. Specifically, 24 14% agreed, while 25 86% disagreed. This split underscores a lack of consensus on Latino students' readiness for college, highlighting the need for further examination and targeted support efforts to enhance their success in higher education.

2 0 2 3 E D U C A T O R S U R V E Y RESULTS

MY VOICE AS A LEADER IN EDUCATION MATTERS IN

The largest percentage (87%) of respondents completely agree or agree 7% of respondents disagree. MY COMMUNITY WELCOMES AND CELEBRATES LATINO PRESENCE. N =

Most respondents strongly value their role as educational leaders, emphasizing their influence on local educational policies However, 6 9% express disagreement, signaling a need for increased recognition and support to empower educators' voices within their communities.

The largest percentage (75%) of respondents agreed or completely agreed. 8.3% of respondents disagreed

75% of respondents feel their communities embrace Latino presence positively, reflecting an inclusive environment However, 8.3% disagree, signaling potential gaps in inclusivity Addressing these differences is key to fostering a more cohesive and supportive community that celebrates diversity

RESULTS

The top 4 most important issues among respondents were:

Language barriers are one of the most pressing issues, as highlighted by participants Yet the cost of higher education is the least of their worries This suggests two things First, while the student may know English, the parents may be left out of conversations regarding their student’s education. It is the case that strong and positive family-school interactions promote Latino student success, but language barriers prohibit this relationship from being built Second, this does not suggest that the cost of education is not a worry It may simply mean that educators feel that addressing language barriers first would be of tremendous help In other words, the cost of higher education will not matter if students are not even considering attending higher education

A noteworthy result is that educators were uncertain about the importance of social support for English learners This suggests that there might be variations in social support depending on the school or area

Language Barriers (40%)

Limited resources for undocumented students and families (19%)

Underrepresentation in staff (12%)

Limited social support for English Learners (12%)

2 0 2 3 E D U C A T O R S U R V E Y RESULTS

Mentorship

MentorshipOpportunitiesforYouth

Opportunities for Youth Information provided in native language

Informationprovidedinnativelanguage

Bilingualstaandleadership

Bilingual staff and leadership

After-school programming

focusedonincreasingaccesstohighereducation

Dualcreditandadvancedcoursework

School-basedEnglishlearnersupport

After-school programming focused on increasing access to higher education was rated as the top resource (12.5%) that is not available in respondents' communities. School-based English learner support was the resource that the largest percentage of respondents found to be always available in their community (29 7%), followed by dual credit and advanced coursework (20 3%) Most resources were rated as being sometimes available in respondents’ communities.

2 0 2 3 E D U C

IN MY SCHOOL/DISTRICT FACULTY AND STAFF ARE TRAINED TO SUPPORT UNDOCUMENTED STUDENTS. N = 56

The largest percentage (56%) of respondents agreed or completely agreed.

30% of respondents disagreed

Survey data highlights educators' concern about community awareness of Indiana's high school diploma types Unlike previous questions where a higher percentage typically agreed with statements, 55.93% of respondents agreed that their community is adequately informed about these diploma types 30.5% disagreed, indicating a substantial proportion of educators expressing concern about the level of community awareness in this regard

The largest percentage (54%) of respondents completely disagree or disagree

26% agree or completely agree.

In contrast to prior questions, only 18.6% agree that faculty and staff are prepared to assist undocumented students A significant number disagree, revealing a lack of confidence in existing support systems. This underscores the urgent need to improve educator training and resources to better support this vulnerable student group.

MY COMMUNITY IS INFORMED ON THE DIFFERENT HIGH SCHOOL DIPLOMA TYPES IN INDIANA. N = 59

MY COMMUNITY IS INFORMED ON THE FREE APPLICATION FOR FEDERAL STUDENT AID (FAFSA) PROCESS. N =

The largest percentage (65%) of respondents agreed or completely agreed.

10% of respondents disagreed

A strong majority believes career opportunities are accessible to students, indicating confidence in high school career development initiatives Moreover, only 10 34% disagreed, significantly lower than disagreement levels for diploma types and FAFSA support (30 5% and 40 7%) This suggests higher educator satisfaction with high school career development programs compared to other educational services

The largest percentage (63%) of respondents completely agree or agree.

20% disagree or completely disagree

The survey highlights a positive trend in community awareness of the FAFSA process, surpassing confidence in high school diploma types. While 20.3% disagreed about FAFSA, a smaller proportion (30 51%) felt uninformed about diploma options This suggests a stronger community understanding of FAFSA, indicating potential strength in supporting students' financial aid access and college readiness initiatives.

STUDENTS IN MY COMMUNITY HAVE CAREER DEVELOPMENT OPPORTUNITIES AT THE HIGH SCHOOL

In your own words, please tell us what the MOST pressing issues, concerns, and/or obstacles to Latinos in your community?

Lack of representation and respect for Latino Educators, challenges in recruiting and retaining Latino Educators, barriers to higher educator which keeps people from becoming Latino Educators ”

Theme: Proper Training for EL staff

Most pressing issues that I’ve encountered is the growing number of students who no longer qualify for DACA that are stuck in a limbo without access to higher education and employment opportunities and resources

Theme: Poor Access to Resources

In your own words, please tell us what is MOST beneficial, helpful, or supportive to Latinos in your community?

We continue to hire staff and leadership representative of our student population. The connections these staff make with families and students has greatly helped working with families in our community ”

Theme: Having trained bilingual staff

One of the most beneficial things I have seen is the willingness to help and be supportive of these students. It's great to see that many people are willing to take the time and patience to try and help ”

Theme: Willingness of staff to be patient and help

In your own words, what do you consider the primary educational challenge for Latinos in your community?

Seeing college as a viable or desirable option after high school. Motivation to do well, arrive at school on time.”

Theme: Family-Communication Connection

Our students need highly qualified teachers who also hold an English learner license to work not only in the district's EL program but in general education as well Teachers who hold an EL licensure are trained how to properly work with first, second and third generation students AND their families

Theme: Proper EL Staff

SUMMARIZED THEMES (N = 55)

Funding for EL staff

Proper training for EL staff

Limited support for undocumented students

Building trust with students and families

Lack of cultural understanding

Poor access to resources

Biological needs

SUMMARIZED THEMES (N = 53)

Having trained bilingual staff

Supportive mentors

Willingness of staff to be patient and help

Family-community partnerships

Access to resources in the native language

Organizational support: religious and community organizations

Feeling supported in their culture and allowing them to be themselves

Data and policy change

SUMMARIZED THEMES (N = 48)

Financial components

Citizenship status

Literacy

Representation within staff

Properly trained EL staff

Acceptance among the community

Family-community connection

Access to resources

Undocumented status

In upcoming sessions, what specific educational topics would you like us to address to enhance your knowledge of fostering success among Latino students?

SUMMARIZED THEMES

Supports are based on family and immigration needs

Bridging relationships between families and schools

Getting Latinos into education/educator talent pipeline

Providing emotional support for families and students

Peer support and discussion-based sessions

Discussing the lack of educational funding

Supporting urban schools

Working together to push for policy changes

Advocate to state leaders/buy-in from legislators

How English-speaking adults can learn Spanish

Helping district staff learn more about the cultural needs of their families and students

Fine tuning existing processes to show academic growth

Resources for undocumented immigrants and postsecondary supports

Literacy

Making sure students have a voice

Culturally relevant curriculum requirements for schools and DOE involvement

Bilingual summit

Appreciation for Latino culture

How to engage with students who are not interested in higher education and ensuring attendance

I N D I A N A L A T I N O I N S T I T U T E

LANGUAGE ACCESS AND ELL SUPPORTS RECOMMENDATIONS

Adjust the “Complexity Index” and increase funding levels for English Language Learners (ELL): Throughout Indiana, school districts throughout the state are enrolling more indigent and immigrant Latino students, requiring additional academic support from cash-strapped schools and underprepared staff Increasing funding will improve academic outcomes by implementing proven-effective and culturally appropriate strategies for Latino learners

Programs to Increase ELL-Certified Educators: Establishing programs focused on increasing the number of English Language Learner (ELL)-licensed educators is needed to address the growing need for culturally competent teachers By offering targeted recruitment efforts, scholarships, and support for ELL certification programs, schools can attract and retain educators who are proficient in language instruction and sensitive to the diverse needs of ELL students. This investment in ELL-certified educators strengthens instructional capacity and promotes academic achievement among English language learners

Early Literacy Programs for English Language Learners: Introducing two-year early learning programs before first grade specifically tailored for English Language Learners (ELLs) addresses literacy challenges at their root By targeting foundational literacy skills in a supportive environment, these programs empower ELL students to build a strong academic foundation, enhancing their language proficiency and overall educational trajectory. Investing in early literacy is a strategic step towards narrowing the achievement gap and promoting equitable opportunities for all learners

RECOMMENDATIONS

I N D I A N A L A T I N O I N S T I T U T E

LATINO STUDENT SUCCESS

Increased Completion of Advanced Coursework and Dual Credit Opportunities: The completion of advanced coursework during high school increases the chances a student will enroll in college and be successful once enrolled Advanced coursework that carries dual credit also saves students money by allowing them to complete college credits without being charged college tuition rates Indiana has made great strides over the last decade to close equity gaps in advanced coursework, but in 2018, only 50% of Latino and Hispanic high school students earned dual credit, compared to the statewide average of 64%. ILI encourages schools to institute policies that enroll more Latino and Hispanic students in advanced coursework and calls on the state to provide the necessary funding to attract qualified teachers and expand the capacity of advanced courses

Set Goals for Minority Student Success: We urge the Indiana Department of Education to take proactive steps to include minority student success data in the Accountability Dashboard and set ambitious goals for improvement in these areas By setting clear targets for minority student graduation rates, dual credit enrollment, and degree attainment, the state can demonstrate its commitment to educational equity and provide schools with actionable insights to drive positive change.

Inclusion of Minority Student Success Data in Indiana's Education Accountability

Dashboard: It is imperative that Indiana's Education Accountability Dashboard reflect the holistic success of all students, particularly minority populations, by incorporating key data points such as minority student graduation rates, dual credit enrollment, and degree attainment. By shining a spotlight on these metrics, the dashboard will provide a comprehensive view of educational equity and highlight areas for improvement in supporting minority student success statewide.

I N D I A N A L A T I N O I N S T I T U T E

REPRESENTATION AND CULTURALLY RESPONSIVE EDUCATION RECOMMENDATIONS

ILI and organizations like Teach Plus and Ed Trust call for Indiana to recruit and retain teachers of color by improving compensation packages and implementing other proven talent recruitment strategies more effectively and intentionally. Entering the budget year, ILI advocates increasing existing scholarship programs targeting educators of color and evaluating existing program requirements to ensure that they are serving the needs of Indiana’s workforce.

Culturally Sustaining Training for Educators: Providing comprehensive training for teachers on working with underserved populations fosters culturally responsive teaching practices. By equipping educators with the tools and knowledge to understand and address the unique needs of diverse student populations, schools can create inclusive learning environments where all students feel valued and supported This investment in teacher training enhances instructional effectiveness and promotes positive academic outcomes for students from underserved backgrounds

Incentivizing Teachers to Work in Underserved Districts: Offering incentives for teachers to work in underserved school districts is essential for addressing educational disparities. By providing financial and professional incentives, such as loan forgiveness programs or targeted professional development opportunities, educators are encouraged to serve in communities facing resource shortages and diverse student needs This not only strengthens the teaching workforce in underserved areas but also promotes equitable access to quality education for all students

CALL TO ACTION

In summary, while there are areas of strength and support within the educational landscape for Latino students, there are also notable challenges and disparities that need to be addressed. The data underscores the importance of holistic support systems, including trained staff, community partnerships, and culturally relevant curriculum, in addressing the multifaceted challenges faced by Latino students.

Together, we can empower Latino students, bridge gaps in resources, and create inclusive learning environments Let's advocate for policy changes, share best practices, and foster collaboration to ensure equitable opportunities for all students.

Your voice and expertise are crucial in shaping the future of Latino education.

APPENDIX

2 0 2 3 E D U C A T O R S U R V E Y

Q1:Inmy community,wevalue the voice of young people.

Q2:My voice as aleaderineducation matters in my community.

Q3:My community welcomes and celebrates Latino presence.

Q6:Inmy school/districtfacultyandstaff aretrained to supportundocumented students.

Q7:My community isinformedon thedifferenthigh school diploma typesinIndiana.

Q8:My community isinformedon theFree Application for FederalStudent Aid (FAFSA) process.

Q9:Students inmycommunity havecareer development opportunities at the highschoollevel.

Q10:Latino high schoolstudents in my communityare prepared toattendandbesuccessful in college.

Q4: SELECT AND IDENTIFY WHAT ISSUES ARE MOST IMPORTANT TO YOU.

Q5: IDENTIFY HOW AVAILABLE YOU THINK THE RESOURCES ARE IN YOUR COMMUNITY.