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.”

This article was featured on the Grantmaker’s for Education website.  See the write-up here.

The foundation awarded eight grants of $25,000 each for a total of $200,000. The schools awarded the funds include: Tarleton State University, Texas A&M University-Texarkana, Texas Woman’s University, Texas Tech Foundation, Inc., University of North Texas Foundation, Sul Ross State University, University of Texas of the Permian Basin, University of Houston-Clear Lake.

The Greater Texas Foundation Generation Proud scholarship program is meant to encourage and support first generation college students by removing critical barriers that keep them from pursuing and completing a post-secondary degree.

The foundation awarded grant awards of $25,000 each for a total of $200,000.  The organizations awarded the funds include: Sul Ross State University, Tarleton State University, Texas Tech Foundation, Inc., University of Houston-Clear Lake, University of Texas-San Antonio, Texas A&M University-Corpus Christi, University of Texas-El Paso, and University of Texas-Permian Basin.

Realizing that research, innovation and planning are necessary in order to positively affect future students in Texas, the THECB is undergoing a strategic planning process jointly supported by the Houston Endowment, the Bill and Melinda Gates Foundation, the Meadows Foundation and Greater Texas Foundation.  The primary goal of the THECB’s strategic planning process is to establish an outcomes based student-centered culture at all Texas public colleges and universities.  The benefits of a university with a student-centered culture are immeasurable. In these institutions, student success is the highest campus priority, as measured by the number and percentage of students who complete rigorous programs and degrees with the measurable skills necessary for success beyond undergraduate education.

Current data on student progress and achievement in the state show areas that require quick attention if educational outcomes for students are to improve.  In Texas, less than half of those enrolling in post-secondary education go on to complete a post-secondary degree or credential within seven years of graduating high school.  This disconnect is currently the focus and central theme in the statewide Closing the Gaps initiative, with goals to increase rates of post-secondary participation and completion in Texas.  The total project cost is $546,000 with Greater Texas Foundation contributing $108,000 to support the process facilitated by FSG Social Impact Advisors. Beyond the creation of a strategic plan, FSG will also aid with the development of methods and strategies to implement and achieve these goals.  The plan is estimated to finish in March 2010.

Visit the Coordinating Board website to read more about the Closing the Gaps Initiative.

Teachers at the Summer 2009 San Antonio area AMDM professional development - part of the first wave of yearlong professional support for teachers piloting the course.

Greater Texas Foundation awarded $410,000 to the Charles A. Dana Center at The University of Texas to support the development of an Advanced Mathematical Decision Making (AMDM) mathematics capstone course. In response to the new graduation requirement that Texas high school students complete four years of mathematics, the Dana Center—in partnership with the Texas Association of Supervisors of Mathematics (TASM)—utilized the funds over a two-year period to support the development of a rigorous and engaging capstone high school mathematics course designed to follow Algebra I, Geometry and Algebra II.

The course material presents a very hands-on, real-world application approach to the uses and theories of mathematics.  More specifically,

the course emphasizes statistics and financial applications, and it prepares students to use algebra, geometry, trigonometry and discrete mathematics to model a range of situations and solve problems.”

AMDM is designed to help students prepare for many non-mathematics intensive college majors.  It will also serve students who might not be planning to attend college but instead enter into a workforce training program.  The course is being piloted by 120 teachers in 90 Texas schools, as well as a few schools in Illinois and Indiana.

To learn more about the curriculum, visit the AMDM project website.

Read about what pilot teachers are saying about AMDM here.

FIRST provides the nation a direct solution to an imperative call to action that the U.S. revamp its science, technology, engineering and math workforce in order to maintain its position as a secure nation.

FIRST (For Inspiration and Recognition of Science and Technology) is an organization that strives to inspire students of all ages to embrace the fields of science and technology through hands on exploration.  In all programs, FIRST students team up with professionals (business men and women, engineers and scientists, and professors) and they solve modern day, real problems in the world.  These programs not only help students develop their science and technology skills, but they also help to develop self confidence, personal character and responsibility to oneself and to a team. 

Check it out here, to see how the Foundation support’s FIRST efforts.

To read the new Strategy and Expansion Plan, or more generally about the organization, visit the Dallas FIRST website.

To read about what Texas teams are doing, see here.

The Manhattan Institute Award for Social Entrepreneurship honors nonprofit leader who have founded innovative, private organizations to help address some of America’s most pressing social problems.  Throughout our history, the United States has been distinguished by the capacity of citizens to address social problems through new organizations established through their own initiative.  From Clara Barton and the American Red Cross to Millard Fuller and Habitat for Humanity, Americans have consistently come forward, without prompting or assistance from government, to organize nonprofit action to improve American society by providing services to those in need.  It is those who follow in such footsteps whom the Manhattan Institute Social Entrepreneurship Award seeks to recognize.

To visit the Manhattan Institute’s website, click here.

To read more about the award, click here.

Visit the KIPP website.

Krystin Ramos is a 2009 recipient of the award.  Read an excerpt from her essay below:

“By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is easiest; and third, by experience, which is the bitterest.” Those are the words of Confucius.

Without my father in my life and his positive encouragement there is no way I would have been able to make it this far in life.  He has instilled the knowledge and strength that was needed to overcome numerous obstacles and provide the will that helps me realize that I can achieve anything.  Being the first in my family to get this far in college has brought along many hardships, but he has been there by my side and provided any help necessary to get to the next step.  Because of this and his support I would like to celebrate my father as my elder.

When I was in ninth grade I encountered the hardest year in math: Algebra.  I always could pass all my subjects with A’s and B’s in junior high, but high school made me realize that the courses were a little different.  Math just wasn’t my favorite subject, and because of that I would shut down and couldn’t figure out my homework.  When I came home with my first exam and failing grade my dad sat me down and we had a talk.  I was expecting a lecture and probably a punishment, but instead I got something else.  My dad told me that together we would figure it out and I would pass Algebra.  I thought he was crazy but I knew failing a class was not an option.  Every night I would come home with homework and we would sit down together and try to figure it out with my notes and the text book.  I’d spend hours at the kitchen table with him after dinner until every problem was answered and I understood what I was doing.  Pretty soon the math homework stopped looking like a foreign language and started making sense, and when I brought home my report card I had a solid B in that class. 

My dad inspired me to continue taking math and not avoid it because I was scared.  Now that I’m almost a junior in college I have to admit that now math is one of my favorite subjects.  Now that my little sister is reaching high school, she is having a hard time with math as well and it feels good that I can help her just like my dad did for me just a few years ago. 

I hope I’m inspiring my little sisters and showing them that anything is possible, and you can achieve anything you want in life, just like my dad has taught me.

Read more about the Celebrating Our Elders Scholarship Program, here.