Reframing the Narrative of Hispanic Student Success: From Pipelines to Ecosystems

Authors

  • David Ortiz Hispanic Association of Colleges and Universities (HACU)
  • Jeanette Morales Hispanic Association of Colleges and Universities (HACU)

DOI:

https://doi.org/10.55420/2693.9193.v9.n2.305

Keywords:

collaborative partnership, anchor institutions, ecosystems

Abstract

At one time the analogy of a pipeline that funneled students from K-12 through higher education and on to a career was appropriate. Due to the multiple entryways that students can obtain high school credit and enter into higher education, a pipeline is no longer applicable. Students can take Advanced Placement, International Baccalaureate, dual- credit or early college high school to earn college credit. Within higher education, students can earn credits for licensure and certificate programs for immediate entry into the workforce or transfer from a two-year to a four-year institution for an advanced degree. Through reverse transfer agreements, students can earn an associate’s degree from one institution and a bachelor’s from another. Through multiple ingress and egress, we are no longer working with a pipeline but an ecosystem built from partnerships in conjunction with interested parties from the community to advance student success.

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References

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Published

2019-11-30

How to Cite

Ortiz, D., & Morales, J. (2019). Reframing the Narrative of Hispanic Student Success: From Pipelines to Ecosystems. HETS Online Journal, 10(1), 218-232. https://doi.org/10.55420/2693.9193.v9.n2.305

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Articles