Arizona Association of Chicanos for Higher Education

 

A Chronicle of Latino Higher Education in Arizona

Spring 2003 Newsletter

  AACHE’s Position on the AIMS Test

AIMS Fails Students

We, the Arizona Association of Chicanos for Higher Education (AACHE), a statewide organization of Latino educators who teach and work at community colleges and state universities, oppose the use of the AIMS test to determine whether students will graduate from high school.

Arizona’s poor record on education is a reflection of our state government’s flawed education policies. Arizona has the dubious distinction of ranking second in the nation in the number of students who drop out of school before high school graduation (National Center for Education Statistics), and 48th in per capita spending for education K–12. Arizona ranks 33rd in the percentage of fourth grade students who score at or above proficient on the 2000 National Assessment of Educational Progress (NAEP) math test, and 32nd in the percentage of those who score at or above proficient on the reading portion.  Only 25 percent of the state’s population has a bachelor’s degree.

If the purpose of the AIMS test were to identify where our schools and children need assistance before the senior year, and if the state would in fact provide that assistance, then the test might serve a useful purpose. To use it as our Superintendent of Public Instruction, Tom Horne, intends—to determine whether a student will receive a high school diploma after having completed the prescribed course of study—is counterproductive.

From its inception, the AIMS test has been methodologically flawed. An off-the-shelf standardized test, the AIMS test received minimum review for content validity and reliability. Harvard and RAND Corporation researchers criticize high-stakes tests like the AIMS test, pointing out that they lack validity and do not yield results comparable to those of the NAEP test, which is considered the gold standard by psychometricians.  Arizona State University in a study of high-stakes testing concludes that tests like the AIMS test may cause some students to drop out because they cannot envision spending four years in high school only to be told they cannot graduate because of their AIMS scores.

Many Arizona teachers have expressed concern about focusing on test performance to the detriment of learning. The National Council of Teachers of Mathematics contends that it is unthinkable to use high-stakes tests as the measure of math learning and instead supports multiple assessment measures. Focusing on high-stakes test performance promotes rote learning and stifles the intellectual growth that students must acquire if they are to be the next generation of thinkers, inventors, and discoverers.

Students from poor school districts will likely be most affected by the use of the AIMS test to determine whether they graduate. Students who live in poverty make up 22 percent of all dropouts, and the test differences between student populations can be traced to socioeconomic status. It should come as no surprise that schools in well-to-do districts like Tempe rank higher in educational achievement than do inner-city schools.

The 2002 Arizona Town Hall observed that the AIMS test represents a formidable educational barrier to Hispanic students. Without a high school diploma, students will be unable to pursue a college degree or many other professional training opportunities. Even military service, which has provided a way up to many disadvantaged students, will be closed to them now that enlistment requires a high school diploma.

Governor Napolitano has expressed serious concerns about the AIMS test. She should convey her ambivalence about AIMS to the Arizona Department of Education and the Arizona Legislature by vetoing appropriations for AIMS. Facing a $400 million deficit, the governor should demand that public funds be spent on needed educational changes that will have a positive impact on student learning.

Changing Directions Not a Change for the Better for Minority Students

 The Arizona Board of Regent's Initiative, Changing Directions is intended to give each of the three state universities the responsibility and support to identify what aspects of higher education each does best then asks that they focus their resources and energy on those areas identified. In part, this initiative is a response to the tight budget conditions in the state and an effort to avoid unnecessary duplication of programs at the three universities.

 Among the consequences of the initiative is one that the Arizona Association of Chicanos for Higher Education (AACHE), a statewide organization of educators that advocates for higher education access and success for Chicano students, is particularly concerned about. This is the effect of the initiative on Chicano student's access to higher education at the state universities.

While the state universities have undertaken a number of initiatives to increase minority student enrollment, the fact remains that the percentage of minority students enrolled continues to remain low. University administrators acknowledge this and their enrollment figures confirm that the recruitment and graduation of minority students is less than desirable. Any initiative that will or has the potential to negatively effect efforts to enroll minority students, needs to be carefully considered before it is implemented. The Changing Direction Initiative must clearly state the regent's commitment to maintain and increase the enrollment of minority students. It must also specify what actions will be taken if the Initiative does result in lower enrollment and graduation of minority students.

There are several aspects of the Changing Directions Initiative that have the potential to affect minority student enrollment at the universities. The proposal to raise undergraduate admission standards and limit assured admissions to the top 25% of a schools graduating class or those with a 3.25 GPA will limit minority students' access to university programs. These students are less likely to meet the new criteria because they are not able to compete with students who have access to support systems and educational experiences, which enhance a student's ability to perform well enough academically to be in the top 25%. Existing data demonstrates that minority students are disproportionately underrepresented in the top 25% of graduating classes.

The Initiative's proposal to limit programs offered at each of the universities so that each can focus on what they do best will limit program access for all students and particularly minority students. If a student in Tucson wishes to enroll in a program only offered in Flagstaff, that student will have to move to Flagstaff and incur additional expenses and will lose the community and familial support that can make the difference between success and failure.

A tuition increase of $1,000 has been proposed. Any tuition increase has the greatest negative effect on poor minority students. Even though university leader's state that they will set aside increased dollars for financial aid, it is unlikely that this will solve the problems for these students. One consequence of the tuition hike, even with set aside finical aid for poor students, is that families of minority students whose income puts them slightly above qualifying income for financial aid will have to come up with the additional tuition dollars or drop out of the university.

Finally, each university is in the process of making budgetary decisions about their existing programs and services in order to reduce their present budgets. In order to protect the academic programs to the greatest extent possible other areas of the university will have to suffer budget cuts. Among these programs are support services to students and particularly minority students.

As the leaders of our higher education system decide how to implement the Changing Directions Initiative, these and other aspects of the Initiative that have negative consequences for minority enrollment and graduation must be given greater consideration. If we are committed to improving Arizona's statistics on the number of our students who receive bachelor degrees, we cannot act in a way that limits higher education access and success to that segment of our population which is increasing most and upon whom we will depend on to build our state's economy and improve the quality of life for all our citizens.

José D. Colchado

AACHE Executive Board Member and NAU Professor of Educational Leadership

 

A CALL TO ACTION…

Advocating for higher education is one of AACHE's most critical concentrations.  This year, in particular, AACHE will be key in leading the Arizona community and Raza community to advocate for fully funded higher education programs to serve all communities of Arizona, and especially our Chicano communities.

I personally have invested 26 years in Arizona, advocating for greater educational opportunities for our community starting with bilingual education classes for my children in the Chandler Elementary School District, as a parent advocate and now to the statewide community and university communities strengthening our argument for the true value of fully funded higher education programs.

 I'm proud of the opportunity to voice my opinion. I have continued to be involved in the ASU-CFSA, since coming to work on the ASU campus 19 years ago.  I believe as professionals, we have the responsibility to our community to build organizations that will implement changes in our education system.  As professionals in higher education we have the resources at hand to make change and we also have a larger audience to work with, especially in the student population, and Chicano students in particular.

My spouse, Dr. Virginia Pesqueira (visiting professor in Chicana/Chicano Studies) and I have worked with MECHA DE ASU for the past 16 years, on these same issues, and we have been honored for our efforts.  MECHA was recognized as the Outstanding Student Organization at ASU.  I was recognized through by the College of Liberal Arts & Science for the Outstanding Advisor Award, by Valle Del Sol for the "Profiles of Success-Exemplary Leadership Award", and was also honored with the CFSA Christine Marin Outstanding Staff Award and the Cesar E. Chavez Community Service Award.  Dr. Virginia Pesqueira received the Susan B. Anthony Outstanding Women in Arizona Award.

Though individual efforts to improve the Chicano community are being recognized, there is still much more to do. We have to be vigilant and cannot be complacent with our individual accolades.  We must continue to reinforce our community's presence and value it, and continue to direct action, in a non-violent and intelligent manner, as espoused by our Gran Maestro Dr. Cesar E. Chavez. Como Siempre, Si Se Puede!

Eduardo Manuel Delci Villalobos, Sr. Outreach Counselor and Academic Associate,  ASU

 

 

 

Campus Highlights

Central Arizona College (CAC)

Central Arizona College is designated as a Hispanic Service Institution and is in its third year of a Title V Grant. As a part of this project, CAC wanted to focus on student success by developing the First Year Experience. This program is designed to target under prepared, first generation, ESL, low-income, and minority students, particularly Hispanic students and their parents. Under the direction of Rosemary Ramirez, the following programs have been implemented to provide support to students and families.

 

Conexiones: Summer Bridge Orientation & Alumnus Peer Mentor Program

Students get a jump-start on college through the Summer Bridge program and by receiving mentoring from their Alumnus Peer Mentor. The emphasis of this program is to connect students to faculty and staff, inform them of college expectations and raise the student's self-esteem by creating a sense of community. The results of this program have been very positive. Students feel more connected to the institution and have a better understanding of how to utilize academic support services.

Further support is provided to students from the Master Student course. This course gives students a framework for self-discovery and learning. The course is designed to help students maximize academic performance and develop analytical and critical thinking as they build confidence.

Together, the Summer Bridge Program, the Alumnus Peer Mentor and the Master Student course form the comprehensive First Year Experience.  As the success of the First Year Experience has continued through its second year and students continue to gain academic success.

 

M.E.T.A.S. (Monitoring Education, Transfer and Success)

This program provides outreach to the high schools in order to help students accomplish their goal of graduating. High school students are provided with the information needed to pursue a college education.

ACCESS Central

ACCESS Central is a one-day orientation to college life, academic advising and registration. Students and families are connected with faculty and linked to support services.

 

 

Phoenix College

All appears to be well at Phoenix College.  There is a mathematics education position open, which will close March 28.  The Chancellor of the Maricopa Community Colleges is strongly encouraging the colleges to hire a diverse faculty.  The minimum academic requirements are 24 semester hours at the 300 level or above in the teaching field and a Master's Degree in any field.

 

Northern Arizona University

NAU President John Haeger, Coconino County Supervisor Liz Archuleta, the Coconino County Hispanic Advisory Council and the Hispanic community of northern Arizona have formed a partnership to increase the recruitment, retention, and graduation of Hispanic students at NAU. 

Through a series of meetings and work sessions, the partnership is assisting the president and university in developing key strategic initiatives to recruit and retain Hispanic students at NAU.  The partnership meets every quarter to measure progress and to determine future direction. 

Some of the results from this new partnership include the formation of:  “Adelante” a reception to honor all Hispanic junior and senior high school students and families in Flagstaff; participation of partnership members in “On Campus Information Days” and other grassroots recruitment and retention efforts such as phone calls to prospective Hispanic students; and, the development of a Hispanic student mentoring program.

The partnership has also been reviewing NAU enrollment data and has noted the increase in student enrollment at NAU is due a sharp increase of Hispanic students.

 

ASU West

Arizona State University West, has experienced major growth and transformation in the last two years: from an undergraduate upper division campus to a four-year college and the expansion of Master’s Degrees programs.  Additionally, ASU West is building its first dorms, which should be in operation next fall. Due to these changes, the campus witnessed a record number of students enrolled during this academic year.  

Nevertheless, the mission of serving commuter returning adult students will continue. While ASU West’s growth is positive, it has also produced some stresses.  ASU West expansion came at a time of fiscal crisis: fewer faculty members are teaching a record number of students. Even though ASU West achieved its goal of reaching 5000 FTE students (required to receive growth money), it did not receive growth money last fall. 

Even with a cash strapped state, it is imperative that ASU West is awarded the funds it needs in order to continue offering a high quality university education.  Within these goals of offering the best education possible, ASU West is working toward becoming a Hispanic Serving Institution.  The Chicana/o Faculty and Staff Association (CFSA) is a crucial player for ASU West to achieve such important goal.

Currently, Co-Presidents Rebecca Barela and Hortencia Gutierrez, Treasurer, Yolanda De La Cruz, Secretary Angela Huizar, and AACHE Representative C. Alejandra Elenes form the CFSA Executive Board.  In addition to working to increase the presence of Chicanas/os as students, faculty and staff, CFSA is busy planning a series of events this spring including, celebrating Cesar Chavez birthday and stamp unveiling, a Border Justice Conference, and the Cinco de Mayo Celebrations.  In order to facilitate the planning of events, CFSA has joined forces with the Latino Events Committee; whose chair Nancy McKenna will attend all the CFSA meetings.  CFSA members, including the Co-Presidents, sit on the Latino Events Committee.

Another of the major issues that CFSA has been working on in coordination with the Hispanic Honor Society and members of the community is the Si Se Puede scholarship endowment fund.  We are at the half -way point of raising the necessary $10,000.00 to set the endowment; therefore, fund raising activities are crucial.  Currently a CFSA sub-committee is working on organizing a golf tournament.  Additionally, Institutional Advancement at ASU West is willing to assist in fundraising activities for the scholarship fund.

ASU West is participating in the unveiling of the Cesar Chavez stamp event that will take place on April 24, 2003 at the Cesar Chavez Plaza in Phoenix.  ASU West CFSA will host a table displaying Cesar Chavez posters produced in Alberto Pulido’s 20^th Century Chicano/a History class, and will also disseminate information on the Si Se Puede scholarship.  José Nañez, President of the ASU West Academic Senate has been invited to speak on Dr. Chavez along with the Governor Janet Napolitano, Congressman Ed Pastor, Maricopa County Supervisor Mary Rose Wilcox and other dignitaries.  ASU West’s Cesar Chavez celebration will take place on Tuesday March 31, 2003.  The event will feature a poster session and a documentary of Cesar Chavez’s life.  The posters and the documentary are combined efforts with Alberto Pulido’s class and Producer/Director Raul R. Rios.

CFSA member Luis Cabrera is working on a two-day conference titled Gender, Justice and the Border, organized to raise awareness of the murders of young maquiladora women workers in Cd. Juárez, Mexico. The tentative dates for the conference are in April. The keynote speaker is filmmaker Lourdes Portillo, producer of Señorita Extraviada. Dates and times will be announced via fliers and list serves.

AACHE EXECUTIVE BOARD

President

Manuel de Jesus Hernandez

Assoc. Professor of Spanish and Chicano Literature

Arizona State University

Dept. of Lanaguages & Literature

P.O. Box 870202

Tempe, AZ  85287-0202

(480) 965-9573  Phone

(480) 965-0135  Fax

e-mail: manuel.hernandez@asu.edu

 

President-Elect

Ernesto G. Escobedo

Math Faculty

Glendale Community College

6000 W. Olive

Glendale, AZ  85302

(623) 845-3255  Phone

(623) 845-3329  Fax

e-mail: Escobedo@post.harvard.edu

 

Treasurer

Antonio Arroyo

Librarian

Pima Community College

5901 S. Calle Santa Cruz

Tucson, Az 85709

(520) 206-5068  Phone

(520) 206-5090  Fax

e-mail: Antonio.Arroyo@pima.edu

 

Secretary

Cándido Mercado

Director of Multi-disciplinary Educational Services Mailing

Pima Community College

West Campus

2202 W. Anklam Road

Tucson, Az  85709-0060

(520) 206-6086  Phone

(520) 206-3265  Fax

e-mail: Candido.Mercado@pima.edu

 

 

Membership Coordinator

José Colchado

Professor of Educational Leadership

Northern Arizona University

6520 S. Avenida Don Fernando

Tucson, Az  85746

(520) 908-0262  Fax

e-mail: jose.colchado@nau.edu

 

Newsletter Editor

Liz Archuleta

Coordinator of Multicultural Alumni Relations

Northern Arizona University

%2714 N. East Street

Flagstaff, AZ 86004

(928) 523-4520  Phone

(928) 779-6687  Fax

e-mail Elizabeth.Archuleta@nau.edu

INSTITUTIONAL REPRESENTATIVES

 

Arizona State University

Ed Delci

AACHE Past-President

Senior Outreach Counselor and Academic Associate

Arizona State University

College of Liberal Arts & Science

P.O. Box 871701

Tempe, Az  85287-1701

(480) 965-6506  Phone

(480) 965-2110

e-mail: Edward.delci@asu.edu

 

Central Arizona College

Martha Munoz

Dean of Teacher Education and Sponsored Programs

8470 N. Overfield Road

Coolidge, Az 85228

(520) 426-4479  Phone

(520) 426-4476  Fax

email: Martha.Munoz@centralaz.edu

 

Phoenix College

Cleopatria Martinez, Ph.D.

Professor of Mathematics

1202 W. Thomas Road

Phoenix, Az 85013-4234

(602) 285-7390  Phone

(602) 285-7700  Fax

email: cleopatria.martinez@

pcmail.maricopa.edu

 

 

Cochise College

Guillermo Retana

Spanish Instructor

4190 W. Highway 80

Douglas, AZ 85607-9724

(520) 432-5288  Phone

(520) 364-0320  Fax

email: retanag@cochise.cc.az.us

 

 

University of Arizona

Erlinda Torres

Office of Community Relations

Unversity Services Bldg. Rm 414C

Tucson, Az  85721-0056

(520) 621-8338  Phone

(520) 621-6011  Fax

 

 

Northern Arizona University

Liz Archuleta

Coordinator of Multicultural Alumni Relations

%2714 N. East Street

Flagstaff, Az 86004

(928) 523-4520  Phone

(928) 779-6687  Fax

e-mail Elizabeth.Archuleta@nau.edu