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aplauso.com
May 2000
BACKGROUNDER
VISION
To provide the most complete and exciting personalized Internet entertainment experience to the
Ibero-American market.
MISSION
To create the most technologically sophisticated Internet entertainment site that will deliver the
highest quality audio, video, and editorial content together with a state-of-the-art e-commerce
platform that will attract and retain a dominant share of the Ibero-American traffic.
MANAGEMENT AND FOUNDERS
aplauso.com is a stellar bicultural team of successful executives, each with over 20 years experi-
ence in entertainment, media and finance. They have first hand experience in launching highly suc-
cessful Internet ventures as well as establishing and operating businesses in Latin America. The
founders include icons of the music and entertainment industry and one of the most successful
Internet and music industry entrepreneurs.
Larry Rosen is an entrepreneur, visionary, producer, recording engineer, musician and savvy
businessman. His knowledge of e-commerce led him to create N2K, Inc., one of the Internet's
premier companies, and MusicBoulevard.com, a retail superstore and genre-based community
sites. Under his guidance, N2K established an impressive list of exclusive relationships with major
media and portal companies such as America Online, AOL Japan, AOL Europe, Netscape, Excite,
Infoseek, TNT, CMT, Disney, Star Media, MTV International and many others. He led the company
through its Initial Public Offering in 1997, its Secondary Offering in 1998, and its merger with
CDNow, Inc. in 1999. Rosen also co-founded the award winning GRP Records, known as "The
Digital Master Company", which became Billboard magazine's top contemporary jazz label
worldwide.
Julio Jose Iglesias de La Cueva, born in Madrid, Spain, is one of the world's most beloved
entertainers. His true ambition was to become a professional athlete, but his life changed when a
near-fatal car accident shattered his dreams. Driven to persevere, he wrote his first song thirty
years ago, and has gone to earn over 2,600 platinum and gold records having now recorded 76
albums and sold over 250 million copies of his hit records; an achievement recognized by Billboard
magazine as being the most by any artist.
Mario Kreutzberger, born in Talca, Chile, Mario Kreutzberger is known throughout the world as
Don Francisco, host of the popular "Sabado Gigante" variety show. Mario was mesmerized by
television while studying in New York and developed the idea for the show, which features games,
prizes, music and interviews. "Sabado Gigante" debuted in 1962 on a Chilean television station,
and was first filmed in the United States in 1986 at Univision Studios in Miami, Florida. Today,
"Sabado Gigante" reaches over 90 percent of Hispanic households in the U.S., is transmitted to 42
countries worldwide and is one of the most viewed programs on the Univision Network.
aplauso.com
1221 Brickell Avenue Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
Fax: (305)373-5258
BACKGROUNDER
Sergio Rozenblat began his career in 1977 when he joined Fania Records, eventually managing
Fania's busy recording studio in New York and serving as director of publicity. He joined CBS
Records International in 1980 as director of A&R and marketing, working with top acts like the Miami
Sound Machine, Julio Iglesias, Roberto Carlos, José Luis Rodríguez, Vicente Fernández and
Raphael. He completed his law degree, attending classes at night while working at CBS, and then
practiced entertainment law in Miami, representing clients such as Gloria and Emilio Estefan. His
love of the creative process led to him to join Warner Music International's WEA Latina as vice pres-
ident and general manager, leading the company from financial distress to a second place market
share and expanded roster of international artists.
BUSINESS MODEL
aplauso.com will derive over half of its revenue from online sales which will include CDs,
digital downloads, custom compilations, videos, DVDs, artist-related merchandise, tickets
and games. The second revenue source will be subscriptions, pay-per-view, advertising and
sponsorships.
The site will drive traffic by offering a wide range of entertainment options including music videos,
radio both streamed and personalized, concert footage, and artist interviews. Community-building
features such as chats, audience polls, contests, and special offers will create retention. The site is
being built to deliver both narrow and broad band versions.
Localization is a key business driver. The site will be localized for users in each of the major Latin
American countries as well as Spain and the US. Localization will be achieved through market-
specific home page content and features. aplauso.com will draw upon a network of writers in the
region and content syndicators to produce relevant local editorial content for each of the country
homepages.
TIMELINE
Version 1.0 of aplauso.com is scheduled for launch on August 15, 2000. The timetable for
subsequent enhanced versions is currently being developed.
aplauso.com
1221 Brickell Avenue - Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
Fax: (305)373-5258
FOR
IMMEDIATE
RELEASE
SUPERSTARS JULIO IGLESIAS AND DON FRANCISCO JOIN WITH MUSIC EXECUTIVES
LARRY ROSEN AND SERGIO ROZENBLAT
TO CREATE LEADING LATIN ENTERTAINMENT INTERNET SITE
aplauso.com
Miami, FL (February 16, 2000)-International recording artist Julio Iglesias and Latin American
TV superstar Don Francisco announced today an agreement with online music pioneer Larry Rosen
and Latin music executive Sergio Rozenblat to become the founders of aplauso.com, Inc.,
a new company to create the leading Latin Music and Entertainment Internet Site.
The explosive popularity of Latin music and pop culture combined with Latin America's fast-growing
Internet market has spurred the demand for a premier Latin music and entertainment site for the U.S.
Hispanic and Latin American markets. Recognizing this opportunity, Julio Iglesias and Don Francisco
have joined Larry Rosen and Sergio Rozenblat to build this new enterprise.
The four founders are excited about the potential to deliver Latin entertainment to a new audience of
online music and entertainment fans. "I agreed to become a founder and investor in this new company
because I believe it will provide a platform to reach and positively influence millions of fans of Latin
music throughout the world," said Iglesias.
Thirty-six year TV veteran Don Francisco said, "I've been blessed to have been able to communicate
over the years with a diverse number of people in the U.S. and Latin America. The Internet is a
revolutionary medium that enhances our daily contact with each other as well as further educates
our children."
The trilingual (Spanish, English and Portuguese) site will provide an innovative medium to feature
new bands and artists, industry news, information and reviews, artist sites, celebrity chats, and the
ability to download music, create custom compilations, and purchase CDs and DVDs online.
The site will provide local content tailored to users interested in a variety of music and entertainment
options, from rock en Español to tropical, from telenovelas to movies. aplauso.com is scheduled
to go online August 2000.
Jupiter Communications estimated that there were more than 9 million online users in Latin America at the
end of 1999 and that this figure will increase to 38 million in 2003. Jupiter projects that Latin America with
its annual growth rate of nearly 50 percent of Internet users makes it the world's fastest-growing Internet
market.
- more
aplauso.com
1221 Brickell Avenue - Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
Fax: (305)373-5258
FOR
IMMEDIATE
RELEASE
"I have experienced the dynamic growth of music and entertainment on the Internet in the United States
over the past five years. Now I see a great opportunity in Latin America to help develop the premier Latin
music and entertainment company, utilizing today's technology and laying the groundwork for tomorrow's
broadband world," said Rosen.
"aplauso.com will become an innovative medium that will open doors for new artists and bands. We will be
offering specialized news, exciting radio, downloadable music and videos along with the availability of
online purchasing. We will focus our efforts in creating a distinctive site which will be event-oriented and
interactive, with a keen eye directed towards localized content," said Rozenblat.
Born in Madrid, Spain, Latin legend Julio Iglesias has won a worldwide following transcending languages
and cultures to become the most famous Latin artist of our time. Originally recording in 1968 in his native
Spanish, Iglesias quickly established his stardom becoming the Hispanic world's most important performer.
For the next decade, his songwriting and unique romantic ballads led to innumerable concert appearances
throughout Europe, Asia, and Latin America. In 1978, CBS International signed a worldwide deal with
Iglesias who began recording in French, Italian and Portuguese in addition to Spanish. In 1983, Iglesias
received the first and only Diamond Record Award ever given to a performer by the Guinness Book Of
World Records for selling more records in more languages than any other musical artist in history.
His first English release in 1984, 1100 Bel Air Place, immediately went multi-platinum and formed an all-
important bridge between the European and American markets. In 1985, a star with his name was unveiled
on the Hollywood Walk of Fame. After winning over English-speaking fans, Iglesias returned to Spanish
compositions in the 1990's, concentrating on the Latin American market. A tireless year-round performer,
Iglesias continues to pack venues worldwide. Recipient of over an astonishing 2,600 platinum and gold
records, and having recorded more than 76 albums, Iglesias has sold more than 250 million units in his
illustrious career.
A native of Chile, Mario Kreutzberger, known as Don Francisco, is the likeable host of "Sabado Gigante"
(the longest-running program in the Americas, according to the Guiness Book of World Records).
Recognized throughout the world for his charitable contributions, Don Francisco has received innumerable
acknowledgments from private and public institutions culminating in being named Ambassador of UNICEF
by the United Nations. TV Guide recently named Don Francisco as one of the most influential Hispanics in
the entertainment industry.
- more -
aplauso.com
1221 Brickell Avenue - Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
Fax: (305)373-5258
FOR
IMMEDIATE
RELEASE
Rosen, dubbed an "Internet Icon" by Forbes magazine, is a leader and pioneer in the music and technology
industries, having co-founded and operated GRP Records, Inc. and N2K, Inc. As Chairman and CEO of
N2K, Rosen built one of the Internet's premier e-commerce, community and content companies. He creat-
ed exclusive relationships with AOL, Excite, iVillage, Infoseek, Disney, ABC, MTV, WebTV, StarMedia, and
many more. Rosen led the company to its IPO in the fall of 1997 and architected the plan to merge N2K,
Inc./MusicBlvd.com and CDnow, Inc. in 1999, allying the two top Internet music e-commerce companies to
form the #1 music e-commerce site on the Net. Rosen will serve as Chairman of the Board of Directors of
aplauso.com, Inc.
Rozenblat brings an impressive and well-rounded professional and legal background. He recently directed
the Latin Grammy organization, culminating in the announcement of the first ever broadcast of the Latin
Grammy Awards on CBS Network Television. Prior to this, Rozenblat served five years as Vice President
and General Manager of WEA Latina, a division of giant Warner Music International, where he helped guide
the careers of hit Latin artists such as Luis Miguel, Maná, Café Tacuba, and Olga Tañon. He was also
Director of A&R and marketing for CBS Records International (later Sony Music), where he began a close
musical and business association with Gloria Estefan and Emilio Estefan and their Miami Sound Machine.
He has also managed the career of Grammy-winning trumpeter Arturo Sandoval and is an entertainment
attorney. Rozenblat will serve as COO of aplauso.com, Inc.
aplauso.com, Inc. will have its headquarters in Miami, Florida, with offices in Mexico, Brazil, Spain,
Argentina and Chile. The address is: 1221 Brickell Avenue, Suite 1590. Miami, FL 33131.
For more information, contact:
Renee Edelman
Leo Sarmiento
PR 21
The IAC Group
(212) 352-3430
(305) 856-7474
[email protected]
[email protected]
aplauso.com
1221 Brickell Avenue - Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
Fax: (305)373-5258
LARRY ROSEN
BIOGRAPHY
Larry Rosen, entrepreneur, visionary, co-founder, past chairman, CEO of N2K Inc. and past president, CEO
of GRP Records. Is the Chairman of the Board of aplauso.com.
Mr. Rosen as co-founder, chairman, CEO of N2K Inc. has built one of the Internet's premier e-commerce and
content companies. N2K Inc. consisted of Music Boulevard, the number one music retail superstore and its
genre based community sites, Rocktropolis, Jazz Central Station, Classical Insites, and artists' sites for
Leonard Bernstein, Miles Davis, David Bowie, The Rolling Stones, and many more as part of its Music
Boulevard Network. The Company built an impressive list of exclusive relationships with major portal and
media companies such as America Online, AOL Japan, AOL Europe, Netscape, Excite, Infoseek, Disney.com,
ABC.com, ABC Radio Network, Microsoft Plaza, iVillage, WebTV, @Home, AT&T Worldnet, StarMedia, iQVC,
CBS Cable, TNN, CMT, Country.com, and MTV International sites in Europe, Japan, Asia, and Brazil. Mr.
Rosen led the company to its Initial Public Offering in the fall of 1997 and architected the plan to merge N2K
Inc. and CDNow Inc., the two top internet music e-commerce companies, completing the merger in March of
1999 valuing the combined entity at over $500 million.
In recognition of his role as a pioneer in the online entertainment and e-commerce industry, Mr. Rosen has
received numerous accolades and awards. Forbes magazine named Rosen an "Internet icon" in a July 1998
cover story entitled "Masters of the New Universe." In June of 1998, Advertising Age dubbed him a "Digital
Media Master" and in June of 1997, Rosen received Ernst and Young's prestigious "Entrepreneur of the Year
Award" honoring him for his leadership in the new media and entertainment fields.
A well-known entrepreneur, producer, recording engineer, and musician, Rosen co-founded the award-win-
ning contemporary jazz record label, GRP Records with partner and multi-Grammy award-winning produc-
er/composer, Dave Grusin. Rosen recognized the inherent opportunities of digital technology early on at GRP,
which became the first label to adopt an "all digital" recording philosophy by releasing all titles on compact
disc. Under Rosen's leadership, GRP went on to become Billboard magazine's #1 contemporary jazz label
worldwide for five consecutive years and its artists were nominated for over 80 Grammy Awards. GRP's artist
roster included Chick Corea, Lee Ritenour, Diane Shuur, Patti Austin, Dr. John, Dave Grusin, Spyra Gyra, The
Rippingtons, David Benoit, Tom Scott, Gary Burton, B.B. King, Ramsey Lewis, Sergio Salvatore, Dave
Valentin, Arturo Sandoval, Diana Krall, Michael Brecker, Randy Brecker, Yellowjackets, Don Grusin, Kevin
Eubanks, GRP All-Star Big Band, and many more.
In 1990, Rosen and Grusin sold GRP Records to MCA Inc. for $40 million. From 1990 until 1995, Rosen con-
tinued as president and CEO of GRP Records. Along with the presidents of Geffen Records and MCA
Records, Rosen helped forge MCA's international business strategies.
Rosen began his musical career as a drummer with the Newport Youth Band and met future partner Dave
Grusin while working with singer Andy Williams and attending the Manhattan School of Music. In 1972, the
duo produced vocalist Jon Lucien for RCA Records and went on to form Grusin/Rosen productions, which
discovered and produced new recording artists including Earl Klugh, Noel Pointer, Patti Austin, Lee Ritenour,
and others.
In 1978, Grusin/Rosen Productions signed a long-term contract with Arista Records president Clive Davis to
develop new talent for the Arista/GRP label, including Dave Valentin, Angela Bofill, Bernard Wright, and Tom
Browne. In 1979, Rosen engineered and co-produced the Dave Grusin album "Mountain Dance," the first
digitally recorded non-classical album.
aplauso.com
1221
Brickell
Avenue
Suite
1590
Miami, Florida 33131
Tel: (305)495-7221
Fax: (305)373-5258
LARRY ROSEN
continued
Rosen is a past member of the Board of Governors of the New York Chapter of the National Association of
Recording Arts and Sciences (NARAS) and serves on the Grammy Screening Committee. He received the
NARAS Governor's Award and was inducted into the A&R/Producers Honor Roll. He is also on the Board of
the National Foundation for Advancement in the Arts (NFAA) and is president of the Music for Youth
Foundation, which is sponsored by the United Jewish Appeal Federation of New York. Along with Dave
Grusin, Rosen is co-founder of the National Foundation for Jazz Education (NFJE), a philanthropic group
which helps young jazz musicians. Rosen continues in his role as Chairman of LarryRosen.com, Inc., an
Internet consulting firm.
As Holman W. Jenkins Jr. of the Wall Street Journal said in his feature on Mr. Rosen, "Twice now, Larry Rosen
has been an agent of creative destruction in the music business his firm has become an obligatory stop for
music industrialists and media moguls looking for a partnership or just looking for ideas to steal memo to the
suspenders and pedigree crowd: Send your resumés to Larry Rosen
"
aplauso.com
1221 Brickell Avenue
-
Suite
1590
Miami, Florida 33131
Tel: (305)495-7221
Fax: (305)373-5258
JULIO IGLESIAS
BIOGRAPHY
Julio Jose Iglesias de La Cueva was born in Madrid, Spain, on September 23, 1943, to the eminent physi-
cian Julio Iglesias Puga and his wife, Maria Del Rosario de la Cueva y Perignat.
Julio's education steered far from music. He studied law in hopes of becoming a career diplomat, even
though his first true love and ambition lied on the soccer field. A remarkable athlete, he later landed his dream
job as goalkeeper for the professional soccer team Real Madrid. These dreams, however, were soon shat-
tered when a near-fatal car accident left him partially paralyzed and unable to walk for almost two years.
During his recuperation at Madrid's Eloy Gonzalo Hospital, Julio would listen to the radio and write poems,
many of which were sad and romantic verses questioning man's mission in life. Strumming away on an old
guitar his father's assistant had given him as a therapy to exercise his fingers and pass the time, he began
to dress his poems with music and soon discovered a new passion that since has taken over his life.
In 1968, Julio went on to surprise everyone, including himself, by winning the most prestigious song festival
in Spain, the Benidorm, with his own composition La Vida Sigue Igual, (Life goes on). This event marked the
beginning of a serenade to the world that has never ended.
For the next fifteen years, Julio composed his own music and established himself as an international super-
star. By 1971 he had sold his first million records and shortly after, in 1973, he broke the mark of winning the
most awards among any other music artist in Spain and Latin America. Equated to the award winning record
was the number of times his concerts broke box office records. In Chile, more than 100,000 people attend-
ed his concert at the National Stadium of Santiago in 1977.
Julio continued to excel in this music career and in 1983 he received the first and only Diamond Record Award
ever given to a performer by the Guinness Book of World Records, for selling more records in more lan-
guages than any other musical artist in history. His first English release in 1984, 1100 Bel Air Place, imme-
diately went multi-platinum and formed an all-important bridge between European and American Music. In
1985, a Star with his name was unveiled on the Hollywood Walk of Fame.
In addition to these honors, Julio was appointed Special Representative for the Performing Arts by UNICEF
in 1989, a title he holds dearly to this date. "The World has given me so much, it's important to give some-
thing back" he says, pointing out that UNICEF supplies an outlet for him to impact the lives of so many he is
otherwise unable to reach.
The man who wrote his first hit thirty years ago has gone to earn over 2,600 platinum and gold records,
having now recorded 76 albums and sold over 250 million; an achievement recognized by Billboard maga-
zine as being the most by any artist. A perfectionist at heart, he is his own worst critic and is always striving
to improve his abilities. A record breaker as well as a record maker, Julio delves deeply into his heart and soul
with each new project. Following the success of his 1998 album My Life: The Greatest Hits, Julio is expect-
ed to release his new studio album Noche de Cuatro Lunas during the summer of 2000.
(aplauso.com
1221 Brickell Avenue Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
Fax: (305)373-5258
FACT SHEET
MARIO KREUTZBERGER
"DON FRANCISCO"
Born in Talca, Chile on December 28, 1940.
Of German/Jewish decent, his parents migrated to Chile.
Wife, Temmy, three children and nine grandchildren.
Sábado Gigante
Mesmerized by television while studying in New York, he develops the idea of a
variety show that includes, prizes, games, music and interviews.
On August 8, 1962 the first airing of the show was transmitted by
Channel 13-Universidad Católica de Chile's station.
Sábado Gigante was first recorded in USA on April 12, 1986 at Univision's
recording studios in Miami, Florida. The program was recorded with the
participation of an audience totaling 300 people and lasted four hours.
"Don Francisco"
Convinced that his name would be hard to recall and pronounce, Mario Kreutzberger adopted the
name of "Don Francisco" which came from one of the characters he had created and impersonated.
Sábado Gigante is the television show that has maintained the same host for a total of 37 years.
Audience
Sábado Gigante reaches over 90% of Hispanic television households in the US and
it is one of the most viewed programs of Univision Network.
Reach
Sábado Gigante is transmitted to 42 countries: USA, Latin America and Europe.
Three different versions are recorded: one in Chile and two in Miami
(one for USA and the other for the rest of the world).
Charity Work
First Latin Ambassador to UNICEF for six years.
Conducts telemarathon "Sociedad Pro-Ayuda del Niño Lisiado" in Chile
that has resulted in donations of millions of dollars to assist with
the rehabilitation programs of these children.
Hosts the telemarathon "Los Hispanos Dan La Mano"
to assist the victims of Hurricane Andrew.
Achievements
Silver Award
ACE Award
Guiness Book of World Records 1993-
Television show with longest continuity in the Americas.
Don Quixote Award presented by the Council of Hispanic Heritage in Miami.
Mario Kreutzberger has visited more than 140 countries and has interviewed more than 50,000
people in throughout the world.
aplauso.com
1221 Brickell Avenue - Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
Fax: (305)373-5258
SERGIO ROZENBLAT
BIOGRAPHY
Sergio Rozenblat, entrepreneur, attorney at law, music advocate and a talented artistic director.
Most recently, Rozenblat was the Executive Director of the Latin Academy of Recording Arts and Sciences.
This organization for the most part mirrors the National Association of Recording Arts and Sciences in its serv-
ice orientation. During his tenure there, three new categories were opened for Latin Grammy Awards, mem-
bership was increased 200 percent and the first Latin Grammy Award telecast was announced for September
2000, one-year earlier than originally scheduled. Rozenblat's recommendation to book Ricky Martin for the
41st Grammy Award telecast was influential in kicking off the current Latin music craze.
Prior to his involvement with LARAS, Rozenblat was Vice President and General Manager of WEA Latina, a
Warner Music International, Time Warner Company. When Rozenblat joined the record label in 1992, the
company was in financial distress. When he left, the label had achieved the second position in market share
of the multinational companies. Throughout the five years of Rozenblat's leadership, the company's talent
roster expanded to include international artists such as Olga Tañón, Maná, Alejandro Sanz, Laura Pausini,
Fito Páez, Miguel Bosé and Café Tacuba, just to name a few. Rozenblat played a leading role in the devel-
opment of Rock En Español movement, which made Latin rock a viable commercial vehicle for the first time
ever in the U.S. He was also responsible for achieving the goal of having Luis Miguel become the first
recording artist, in Spanish, to be awarded an RIAA Certified Platinum Record for sales exceeding one
million units.
From 1980-87, Rozenblat's worked for CBS Records International as Director of A&R and Marketing. He was
integrally involved in the initial recordings of Miami Sound Machine. Later he led the marketing transition of
establishing Gloria Estefan as a solo artist. During his stay at CBS, Rozenblat was responsible for manag-
ing the departmental budget, new artists signings, song selection, producer assignation, repertoire approval
and exploitation of international unreleased catalog. He also negotiated the acquisition for distribution of the
Fonovisa and Orfeon labels from Mexico, Cara Records from Texas, and Hispavox Records from Spain.
While attending law school at night, he kept the department fully operational, including the design and imple-
mentation of the crossover of Gloria Estefan and MSM. Other major international artists he guided while at
CBS were Julio Iglesias, Roberto Carlos, José Luis Rodríguez, Vicente Fernández and Raphael.
Following CBS, he practiced entertainment law at a prestigious law firm in Miami, representing among others
Gloria and Emilio Estefan. But his love of the creative process and the music never left him, enticing him
back to the fold of Warner Music International in 1992.
Rozenblat's association with the music industry dates to 1977. While living in New York, Rozenblat was
invited to fly to California for a Fania All-Stars' concert by a family friend who was a producer for Fania
Records. With some salesmanship and a bit of luck he was instantly hired by Fania's president after
Rozenblat proved himself by selling 100 extra tickets to this concert and giving all the earnings to the presi-
dent. His honesty landed him his first job in the industry.
Soon Rozenblat was responsible for radio promotion in California, introducing tropical music, which at the
time was new in the market. Later he managed Fania's recording studio in New York where over 30 acts
recorded. When promoted to Director of Publicity, he became responsible for the national exposure of all the
acts in the roster, including such artists as Rubén Blades, Celia Cruz, Fania All Stars, and Willie Colón.
Presently, Mr. Rozenblat has expanded his career to include the creation of aplauso.com.
aplauso.com
1221 Brickell Avenue Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
Fax: (305)373-5258
CD Project-Draft Implementation Plan
May 22, 2000
Release the last week in Sept. In conjunction with Commission's DC event (Sept. 25, National Press Club)
CD will be compilation Latino music and 1 or 2 of performers identified as spokesperson on CD
CD will have spokespeople addressing the message in audio in addition to the enhanced technology at the beginning
and end of the CD
Liner notes will include 1-800 # and web sites pertinent to staying in school and going to college
Decide if to add informational brochure
After DC launch, 5 city "roll-out": NYC, LA, Miami, San Antonio, Chicago
Participation in Launch of CD
Broad/national--Despierta America: Giselle Blondet
Commissioners
CHC members
Cbos: crosswalk with local affiliates (invite national offices out of courtesy-but not asking them to do anything)
Industry leaders and partners (Corporations and talent - Aplauso.com, State Farm, Univision, GM, Time-Warner,
Ritmoteca.com)
Federal agencies (ED-OSFA, ED, Pres. Committee on Arts & Humanities)
Timeframe:
Oct - 2-5th: 5 city outreach events take place
September 25th-28th: event to release CD in conjunction with the Commission event
(Have reserved the National Press Club for Sept. 25)
Sept. 1- 24th: CDs to be received by DC and 5 cities for local dissemination (3 weeks)
June 1-12th: Budget finalized for CD project
June 12th: Consolidating leads for specific activities: inventory of concrete commitments to the project
June 12-30th: Completion of Phase I
July-August: Completion of Phase II
Phase I
Determine:
-Scale of product: 500k or 1 million
-Marketing plan: Aplauso/IAC Group/Time-Warner
-Artist selection, including spokesperson: Aplauso
-Liner notes/cd content/message development/resources: WHI
-Dissemination plan: WHI (Art Ruiz, Carole Watson, Andy Finch, Lee Kessler, Sonia Hernandez, Ralph Forsht)
Phase Il
CD production
Contact of dissemination plan components: city coordinators, federal government mechanism
Questions to ask:
Who are the corporate partners?
What are we asking partners for?
Decide the first run of production (500k or 1 million?)
Scan to select artists: did they graduate from high school or get GED? Any college?
Responsibilities:
Dissemination: WHI (Volunteers from May 15 meeting-Art Ruiz, Carole Watson, Andy Finch, Lee Kessler,
Sonia Hernandez, Ralph Forsht)
Marketing: Aplauso/IAC, Time-Warner
Message/Liner notes: WHI
Artists: Aplauso
CD production: Aplauso
Funding: Aplauso/WHI for federal support and recommendations for private sector partners
Managing commitments: WHI to Aplauso
Funding management: Aplauso
Budget for CD Project:
Educational resource content
CD production
Dissemination
Marketing
Contacts for Five City Roll Out (Week of Oct.2-5)
NYC: Commissioners (Linares, Petrovich, JP Santos, Santiago); CHC (Serrano, Velazquez); cbos (Hispanic
Federation, Chancellor's office[superintendant Levy]), Cristina Schwartz-Univision
LA: Commissioners (Hernandez, Castro, Pachon, Burciaga, Zacarias); CHC (Roybal-Allard, Becerra, Napolitano,
Sanchez, Baca); cbos (LAAMP, Puente, MALDEF, superintendant Cortines), Ivelisse Estrada-Univision
Miami: Commissioners (Padron, Wasserman); CHC (??Ros-Lehtinen, Diaz-Balart); cbos (Superintendent Cuevas--
Miami-Dade, Manty-Sabates Morse-School Board, CANC (Guarione Diaz), ASPIRA (Raul Martinez), Univision
(Angela Ramos)
Chicago: Commissioners (Cruz), CHC (Gutierrez), cbos (CPS Board President Gary Chico), UNO (Juan Rangel),
Mayor Daley's office) Univision (Affiliate's name?)
San Antonio: Commissioners (Rodriguez, Muñoz, Garcia, Rojas), CHC (C. Rodriguez, C. Gonzales), cbos (AVANCE,
COPS, MALDEF, S.A. public school board, UTSA-Downtown campus), Univision
Target population remains:
Hispanic 7-12 graders
Bilingual/English Language Learners
Many first-generation in U.S. educational system
A Public-Private Partnership to Increase Educational Success for
Hispanic Students
May 15, 200
10:00am - 12:00pm
Room 100, Old Executive Office Building
10:00a.m.
Welcome
Shirley Sagawa, Deputy Chief of Staff
Office of the First Lady
Guillermo Linares
Chair, President's Advisory Commission on Educational
Excellence for Hispanic Americans
Introductions
10:15
Proposed Project
Context: Sarita Brown, Executive Director, White House Initiative
Project Concept and Private Sector Leadership:
Larry Rosen and Sergio Rozenblat, Aplauso,com
10:45
Discussion on how to "Make It Happen"
Role of Private Sector
Role of Public Sector
Dissemination
Management and Next Steps
Excelencia
The White House
Initiative on Educational
Excellence for Hispanic
Americans
January-May 2000
New Commission Chair
White House Conference Center, to
collection and analysis for the FY99/00
Guillermo Linares was appointed the
focus on model federal agency
Annual Performance Report on imple-
new chair of the President's Advisory
programs that are working to fulfill
menting Executive Order 12900.
Commission in January 2000. Mr.
Executive Order 12900. Federal
Linares replaces Ana "Cha" Guzman
New Publications
agencies featured at the meeting were:
who now serves as a senior advisor in
The White House Initiative staff has
the Department of Education.
developed one page fact sheets that
HHS, Kevin Thurm, Deputy Secretary
provide data on the conditions of Latinos
Mr. Linares has been a member of the
ED, Mario Moreno, Assistant Secretary
in the educational pipeline from early
Commission since its inception in 1994.
USDA, Miley Gonzalez,
childhood through graduate and profes-
He co-chairs the Commission's
UnderSecretary
sional education. To obtain free facts
Committee on Children, Families, and
DOE, Peter Faletra and Cindy Musick,
Communities. Mr. Linares is a member of
sheets, please call the White House
Program Analysts
the New York City Council and the first
Initiative at (202) 401-1411 or access
Dominican American elected to office in
them on our website at www.ed.gov/
the United States.
Each official highlighted the strategies
offices/OllA/Hispanic.
their agency developed to help them
provide effective education and employ-
Spring Policy Seminar Series
President's Advisory Commission
ment services to the Latino community.
On April 27, The White House Initiative
The President's Advisory Commission
held the first of three policy seminars that
met on March 9-10, in Washington, DC at
The agencies and the programs featured
will take place this Spring. The seminar
the U.S. Department of Labor. During the
at the meeting are representative of a
entitled K-16 Strategies for a Biliterate
meeting, the Commission focused on the
growing effort within federal agencies to
Workforce focused on examples at the K-
impact of educational assessment
better serve America's diverse
12 and post-secondary level of
practices, Latinos in higher education,
constituents while fulfilling the mission of
educational strategies to produce
federal agency support to increase the
their agencies.
biliterate employees.
educational attainment of Latinos,
national strategy sessions on educa-
For more information about federal
The second policy seminar, Beyond
tional excellence for Latinos, and the
agency efforts to assist the Latino
Affirmative Action: Latinos in Graduate
Commission's final report.
community, please call Richard Toscano,
Education will be held on Thursday, May
Special Assistant for Interagency Affairs,
11, from Noon - 1:30p.m. in the Barnard
at (202) 401-2147.
Auditorium of the U.S. Department of
Latinos in Higher Education
Education, 400 Maryland Ave, SW
The Higher Education Committee of the
Inter-Departmental Council on
Washington, DC.
President's Advisory Commission held a
Hispanic Educational Improvement
media briefing on Latinos in Higher
(IDC)
The seminar will examine current Latino
Education, March 9, from 10:00am-
The IDC met on February 15, in the
enrollment trends in graduate education.
12:00pm at the National Press Club.
Truman Room of the White House
Panelists will discuss efforts to ensure
Commissioner Juliet Garcia, President,
Conference Center. Raul Yzaguirre,
diversity at the graduate level and within
University of Texas at Brownsville, and
President of the National Council of La
the faculty ranks particularly now after the
Commission Chair, Guillermo Linares,
Raza and former chair of the President's
Hopwood Decision and Proposition 209.
New York City Councilman, focused on
Advisory Commission, addressed the
the strengths and needs of Latinos in
IDC on the role the federal government
Please join us and mark your calendar to
higher education and addressed topics
must play in meeting the needs of the
attend the final seminar:
such as academic preparation,
Latino community. Mr. Yzaguirre
June 16: Starting Smart: Latinos in Early
enrollment growth, and financial aid. A
commented on the educational crisis
Childhood Education
policy briefing summarizing their
that currently exists in the Latino
recommendations will be published this
community and stressed the importance
For further information about the semi-
summer. For more information, please
of holding the federal government
nars, please call (202) 401-1411.
call Deborah Santiago, at (202) 401-
accountable for efforts, or lack thereof, in
7479.
meeting the educational needs of this
The White House Initiative
growing constituency.
400 Maryland Ave., SW, Room 5E110
Showcase of Federal Programs on
Washington, DC 20202-3601
Executive Order 12900
Phone: 202/401-1411
The meeting agenda also included an
Federal agency officials gathered on
Fax: 202/401-8377
update by Sarita E. Brown and Barbara
February 8, in the Truman Room of the
Website: www.ed.gov/offices/OIIA/Hispanic
Chow, IDC Co-Chairs, on the data
E-mail: [email protected]
THE
LATINOS IN EARLY CHILDHOOD EDUCATION
STATES.
Early childhood education, or preschool, encompasses education programs for children up to 5 years of
age, and may provide related services to meet children's psychological and health needs. Preschool pre-
pares children for a solid education by teaching learning and socialization skills. Given the importance
of these efforts and services, both the federal government and the states make significant investments in
early childhood programs, totaling about $10 billion annually.
Population
The Hispanic population in the United States is very young. Today, 10% of Hispanics are under age 5 and
make up over 15% of their age group in the U.S. population. By the year 2030, they will make up 25% of
the total school-age population. The projected increase in the number of Hispanic children in preschool
brings with it critical strengths and challenges to the nation's educational system. [Bureau of the Census, CPS Report,
No. P25-1130, 1996]
Enrollment
Hispanic children under age 5 are less likely to be enrolled in early childhood education programs. In
1998, only 20% of Hispanic 3-year-olds were enrolled in early childhood programs, compared to 42% of
whites and 44% of blacks. Of 4-year-olds, less than 60% of Hispanics were enrolled in early childhood
programs, compared to 67% of whites and 73% of blacks. [Bureau of the Census, CPS Report, No. P20-521, Table-2]
In 1998, differences in the enrollment of 5-year-olds largely disappeared between Hispanics (90%),
whites (94%) and blacks (95%). However, while the enrollment gap closes at kindergarten, Latino chil-
dren still remain less prepared for school because of lower enrollment rates at the younger ages. [Bureau of the
Census. CPS Report. No. P20-521, Table-2]
In 1998, the early childhood education enrollment rate for Hispanics was similar in both urban (48%) and
suburban (42%) locations. By comparison, the enrollment rate for blacks was higher in urban areas
(55%) than in suburban areas (32%), while the rate for whites was much higher in suburban areas (62%)
than in urban areas (19%). [Bureau of the Census, CPS Report, No P20-521. Table-5]
As parents' educational attainment increases, so does the early childhood enrollment rate of their children.
However, in 1997, fewer Hispanics age 25 and older had completed high school than their black and
white counterparts-55% of Hispanics, 75% of blacks, and 86% of whites had completed high school.
[NCES, Digest of Education Statistics, 1998, Table 8]
Income and Enrollment
In 1998, the median family income for Hispanics was about $28,000 while the overall median income
was $39,000. Research shows that families with higher incomes are more likely to enroll their 3- and 4-
year-olds in early childhood education than those with lower incomes. [NCES. The Condition of Education. 1999. Indicator
44] [Burcau of the Census, CPS Report. No. P60-206, 1998]
While Latinos children are over-represented in families living in poverty, they are under-represented in
Head Start programs designed to remedy the effect of poverty on educational achievement. In 1998 the
child poverty rate for children under 6 years of age was 36% for Hispanics, 40% for blacks, and 15% for
whites. In Fiscal Year 1998, Head Start served 822,316 children. Of these, 36% were black; 32% white;
26% Hispanic; and 3% American Indian and Asian. [1999 Head Start Fact Sheet, Administration for Children, Youth and Families]
School Readiness
Hispanics are more likely to tell their child a story than read to them. Three to 5-year-olds may start
school better prepared to learn if they are read to or told a story once a week. In 1996, of 3- to 5-year
olds, 80% of Hispanics were told a story--consistent with blacks (77%) and whites (84%). Hispanic chil-
dren were less likely to be read to--65% of Hispanics were read to in the last week, compared to about
75% of blacks and nearly 90% of whites. [NCES, The Condition of Education, 1999, Indicator 34]
Approximately 70% of teachers said they felt only moderately, somewhat, or not at all prepared to
address the needs of students with limited english proficiency or from diverse cultural backgrounds. This
lack of preparation has profound implications for the large population of Hispanic students in early child-
hood today. [NCES, The Condition of Education, 1999, Indicator 23]
White House Initiative on Educational Excellence for Hispanic Americans
January, 2000
(http://www.ed.gov/offices/OIIA/Hispanic)
CENTEL UNITED
THE
STATES
LATINOS IN ELEMENTARY EDUCATION (K-8)
The elementary school years are a period of significant development for the child in all areas
of learning, providing the foundation for a successful high school experience. Elementary edu-
cation generally includes kindergarten through grade eight, referred to in various grade
groupings as primary, elementary, and middle school.
Enrollment
Today, Hispanics comprise 15% of the elementary school-age population (5-13). By the year 2025,
Latinos in this age group will make up nearly 25% of the total school-age population. (Bureau of the Census, CPS
Report. No. P25-1130. 1996]
Between 1978 and 1998, the enrollment of Hispanics in public elementary schools increased 157%
compared to 20% for black students and 10% for white students. Bureau of the Census, CPS Report. Table A-1. 1999]
Urbanicity and Poverty
Latino students now experience more isolation from whites and more concentration in high-poverty
schools than any other group of students. In 1998, close to 50% of Hispanics in public education
attended urban schools. In comparison, just over 50% of blacks and only 18% of whites in public
schools were enrolled in urban schools. Further, the nation's 10 largest central city school districts
enrolled close to 25% of Latino students, 18% of black students and only 2% of white students. [Bureau of
the Census. CPS Report. P20-521. 1998] [Resegregation in American Schools, The Civil Rights Project. Harvard University. 1999]
In 1996. about one out of every four students who lived in a central city and who attended public
schools was Hispanic, up from about one out of every 10 students in 1972. [NCES. The Condition of Education, 1999.
Indicator 461
Latino students, on average. attend schools with more than twice as many poor classmates as in those
attended by white students (46% vs. 19%). In addition, just over one-third of Hispanics (34%) and
blacks (37%) under age 14 lived in poverty. compared to 14% of whites. [Bureau of the Census. CPS Report P60-206.
1998] [Resegregation in American Schools. The Civil Rights Project, Harvard University, 1999]
Educational Achievement
Overall, Hispanic students consistently perform below the national average in the National Assessment
of Educational Progress (NAEP). Disparities begin as early as kindergarten and remain through age 17.
By age nine, Hispanic students lag behind their non-Hispanic peers in reading, mathematics and science
proficiency. INCES. The Condition of Education. 1999. Indicator 1.2.4- - 6]
While not all Hispanic students are limited english proficient (LEP), Hispanics constitute about 75% of
all students enrolled in LEP programs, including bilingual education and English as a Second Language
(ESL) programs. [Elementary and Secondary School Civil Rights Compliance Report. 1988-1994]
Computers have become an essential tool in our society and early exposure to computers can help pre-
pare students for future success in the workplace. However, Hispanic students are less likely than their
white peers to use a computer at school or at home. In 1997, 68% of Hispanic children used a comput-
er at school, compared to 70% of blacks and 84% of whites. Further, only 18% of Hispanic students
used a computer at home, compared to 19% of black students and 52% of white students. [NCES. The
Condition of Education, 1999. Indicator 18]
Teachers
The number of Hispanic teachers lags far behind the number of Hispanic students. While Hispanic stu-
dents comprise about 15% of public school students, only about 4% of public school teachers are
Hispanic. [NCES. Digest of Education Statistics, 1998. Table 68)
White House Initiative on Educational Excellence for Hispanic Americans
January, 2000
(http://www.ed.gov/offices/OIIA/Hispanic)
MEMBERSHIP
301
STATES
LATINOS IN SECONDARY EDUCATION (9-12)
Secondary education is a critical means of achieving upward mobility and helps individuals negoti-
ate the path to achievement and economic success. Secondary education, or high school, generally
includes grades nine through twelve.
Enrollment
Hispanic students in secondary education represent 13% of the current school population in grades 9-
12. By the year 2030, Latinos in grades 9-12 will make up 23% of the school population for these
grades. [Bureau of the Census, CPS Report. No. P25-1130. 1996|
Among 15-17 year olds, 34% of Hispanic students were enrolled below grade level. Enrollment below
grade level is a significant variable because it is the highest predictor of school dropout rates. [Bureau of
the Census. CPS Report. Number P20-513. Table A-2, 1998]
Educational Achievement
The dropout rate for Hispanics is much higher than for other ethnic groups. In 1998, 30% of all Latino
16- through 24-year-olds were dropouts (1.5 million), more than double the dropout rate for blacks
(14%) and more than three times the rate for whites (8%). [NCES. Dropout Rates IN the United States: 1998]
High Hispanic dropout rates are partly attributable to relatively greater dropout rates among Hispanic
immigrants. The dropout rate for Hispanic 16- to 24-year-olds born outside the United States (44%)
was double the rate for Hispanics born in the U.S. (21%). [NCES, Dropout Rates in the United States: 1998]
In 1996, the average National Assessment Educational Progress (NAEP) scores of Hispanic students
age 17 were well below that of their white peers in math, reading and science. [NCES, The Condition of Education
1998. Indicator 16]
Hispanic students have earned more credits in computer science, foreign languages, and English than
other groups. Despite increases in upper-level course selection among Hispanic high school students,
Hispanic students still earn fewer credits than other groups in history, science, and mathematics. [NCES.
The Educational Progress of Hispanic Students. The Condition of Education. 1995]
Educational Attainment
The low high school completion rate for Latinos has not changed substantially in several years. High
school completion rates for white and black students in 1998 were 90% and 81%, respectively.
However, the high school completion rate for Hispanics is only 63%. [NCES. Dropout Rates in the United States: 1998]
While Latino parents are increasing their educational attainment rates, these rates are still below those
of other ethnic groups. Higher levels of parental educational attainment are generally associated with
positive educational outcomes and experiences, such as high school completion, for their children. The
percentage of Hispanic parents earning a high school diploma has improved, from 23% in 1972 to 45%
in 1997. By comparison, in 1997, over 90% of white parents had earned a high school diploma. [NCES,
The Condition of Education 1998. Supplemental Table 44-41
College Preparation
Hispanic students are more often than not tracked into general courses that satisfy only the basic
requirements and not those that provide access to four-year colleges or to rigorous technical schools.
More Hispanic students (50%) are enrolled in general programs of study than either whites (39%) or
blacks (40%). Only 35% of Latino students are enrolled in college preparatory or academic programs,
compared to 50% of whites and 43% of blacks. INCES. Trends Among High Sc hool Seniors, NELS:88. 1972-1992. 19951
In 1997, Hispanics were at least three times as likely to take a foreign language Advanced Placement
(AP) examination as whites. Hispanic students were also five times as likely as whites to be eligible
for college credit from these tests (with a grade 3 or higher). White students were more likely than
blacks or Hispanics to take AP examinations in all other subject areas. INCES. The Condition of Education, 1999.
Indicator 141
The percentage of Hispanic seniors who planned to continue their education at a four-year college dou-
bled from 24% in 1972, to 50% in 1992. The percentage who planned to attend a two-year program
increased from 12% to 20%. INCES, Trends Among High School Seniors. NELS-88. Second Follow-up. 1992]
White House Initiative on Educational Excellence for Hispanic Americans
January, 2000
(http://www.ed.gov/offices/OIIA/Hispanic
UNITED
will.
LATINOS IN UNDERGRADUATE EDUCATION
STATE
STATES
Undergraduate education is considered today to be an important path to ensure a better future in our
economy. Undergraduate education is study beyond secondary school at an institution offering pro-
grams terminating in an associate's or bachelor's degree.
Population
Hispanics currently represent 14.5% (3.6 million) of the total traditional college-age population (18-24
years). By the year 2025, Hispanics will comprise 22% of the total traditional college-age population.
[Bureau of the Census, CPS Report. No. P20-516. 19971
Enrollment
The representation of Hispanics in higher education continues to grow. In 1996, Hispanic students repre-
sented almost 10% of the total student enrollment in higher education. [NCES. Digest of Education Statistics, 1998. Table
207]
Between 1976 and 1996, the number of Hispanics enrolled in undergraduate education increased 202%,
compared with only 13% for whites and 44% for blacks. In one year alone (1995-96), Hispanic enroll-
ment increased 5%, the largest one year increase of any ethnic group. INCES. Digest of Education Statistics. 1998. Table
2071
Hispanic students enroll in college immediately upon graduation from high school at a rate similar to that
of other groups--66%, compared to 68% for whites and about 60% for blacks. However, Hispanic 18-to
24-year old high school completers enroll in college at lower rates-(36%) than whites (46%) and
blacks (40%). INCES. The Condition of Education. 1999. Indicator 53 and 54]
The majority of Hispanic undergraduates are enrolled in two-year institutions (53%). In comparison, the
majority of white and black undergraduates are enrolled in four-year institutions (56% and 51%, respec-
tively). INCES. IPEDS. 1997 Fall Enrollment|
Latino enrollment in undergraduate education is concentrated in a small number of institutions. About
40% of Hispanic undergraduate students are enrolled in fewer than 200 institutions of higher education
known as Hispanic-Serving Institutions (HSIs). HSIs are accredited degree-granting public or private
nonprofit institutions of higher education with at least 25 percent total undergraduate Hispanic full-time
equivalent student enrollment. INCES. IPEDS. 1997 Fall Enrollment] [Higher Education Amendments of 1965. as amended. 1998]
Latino undergraduate students are concentrated in several key states. Just over 50% of all Hispanics
enrolled in higher education are in two states: California and Texas. Almost 75% of Latinos enrolled in
higher education are in five states: California, Texas, New York, Florida, and Illinois. [NCES. IPEDS. 1997 Fall
Enrollment]
A higher percentage of Hispanic students (45%) are enrolled part-time than either white or black students
(39% and 40%. respectively). Hispanics (35%) are also more likely than white or black students (25%
and 32%, respectively) to take more than six years to receive a bachelor's degree. [NCES. IPEDS. 1997 Fall
Enrollment] [NCES. The Condition of Education. 1996. Supplemental Table 11-11
Financial Aid
Hispanic students tend to borrow less to pay for their education. As first-year students, close to 50% of
Hispanics received grants while less than 30% received loans to pay for their education. In comparison,
close to 60% of blacks received grants and 42% received loans, and 46% of whites received grants and
31% received loans. INCES. Descriptive Summary of 1989-90 Beginning Postsecondary Students. 5 Years Later. Table 15.1. May 1996]
Educational Attainment
Hispanics have increased their undergraduate degree attainment. In 1996, Hispanic students earned 7%
of all associate's and 5% of all bachelor's degrees. In total, Hispanics doubled their undergraduate
degree attainment from 1976. INCES. Digest of Education Stanstics. 1998. Table 262]
The top three disciplines for bachelor's degrees awarded to Hispanic students in 1996 were business,
social sciences and education. The top three disciplines for associate's degrees awarded to Hispanics
were liberal arts, business, and the health professions. INCES. Digest of Edue ation Statistics, 1998. Table 265]
White House Initiative on Educational Excellence for Hispanic Americans
January, 2000
(http://www.ed.gov/offices/OIIA/Hispanic)
DEPARTMENT
UNITED
3111
LATINOS IN GRADUATE EDUCATION
STATES
Graduate education provides the opportunity to rise to the professional level of a discipline and to
become an expert in a field of study. A graduate education program generally requires study beyond
the bachelor's degree, resulting in a master's, first-professional or doctoral degree.
Enrollment
While Hispanics have increased their enrollment in graduate education, they are still less represented than
other groups. In 1996, Hispanics represented 4% of graduate students, while whites represented 73%, and
blacks represented 6%. In 1976, Hispanics represented only 2% of graduate students. [NCES. Digest of Education
Statistics 1998. Table 207]
In the past 20 years, Hispanic women have surpassed Hispanic men in graduate enrollment. In 1976,
45% of Hispanics enrolled were women compared to 55% of men. In 1996, 60% of Latinos enrolled in
graduate education were women compared to 40% of men. [NCES. Digest of Education Statistics. 1998. Table 207]
Although their enrollment rates are small, Hispanics in graduate education are more likely to enroll full-
time than either white or black students. Of Hispanics in graduate education, 42% are enrolled full-time,
compared with 37% of whites and 39% of blacks. [NCES. Digest of Education Statistics. 1998. Table 208]
In 1995-96, 7% of Hispanics in graduate education were enrolled in a first-professional program (medi-
cine, law, etc.) compared with 76% of whites and 6% of blacks. Although the percentage of whites in law
programs is higher (75%) than for any other race-ethnic group, Hispanics enroll at a higher rate (11%) in
law programs than any other minority group. INCES. Graduate and First-Professional Students. National Postsecondary Education
Student Aid Study. 1996]
Financial Aid
Hispanics studying for master's degrees receive less grant aid and work more than either white or black
students. In 1995-96, only about 20% of Hispanic students received grants, compared to over 30% of both
white and black students. In tandem, 20% of Hispanics received assistantships, compared to 10% for
blacks and 9% for whites. Among full-time master's students, Hispanics received even less aid. Only
65% of Hispanic students received any aid, compared to 76% of whites and 90% of blacks. [NCES, Student
Financing of Graduate and First-Professional Education. 1995-96, May, 1998 Table 2.3a]
Hispanic full-time master's and first-professional degree students receive less aid than any other ethnic
group. The average aid for Hispanic master's degree students is only $8,729, compared to $13,875 for
blacks and $12,566 for whites. For first-professional degree students, the average aid for Hispanics is
only $16,766, compared to $21,440 for blacks, $18,182 for whites, and $18,416 for Asian/Pacific
Islanders. INCES. Student Financing of Graduate and First-Professional Education, 1995-96. May. 1998 Table 2.4]
Of first-professional degree students, a higher percentage of Hispanics borrow or work than either blacks
or whites. In 1995-96, 73% of Hispanics had loans and 6% participated in work-study, compared to 70%
of whites had loans and 5% were in work-study and 71% of blacks had loans and 4% were in work-study.
[NCES. Student Financing of Graduate and First-Professional Education. 1995-96. May. 1998. Table 2.3a]
Educational Attainment
In 1996, Latinos earned about 4% of all master's degrees. The four disciplines in which the most mas-
ter's degrees were earned by Hispanics were education, business, public administration and the health
professions. [NCES, Digest of Education Statistics. 1998. Table 268]
Latinos earned 2% of all doctoral degrees in 1996. The four disciplines in which the most doctoral
degrees were earned by Hispanics were education, psychology, biological/life sciences and social sci-
ences/history. [NCES. Digest of Education Statistics, 1998. Table 268]
Faculty
In 1992, Latinos represented less than 3 percent of full-time instructional faculty and staff in higher edu-
cation. [NCES, Instructional Faculty and Stuff in Higher Education Institution. Fall 1987 and Fall 1992. 1997]
White House Initiative on Educational Excellence for Hispanic Americans
January, 2000
(http://www.ed.gov/offices/OlIA/Hispanic)
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
It is essential to understand that each step in the education system is a building block Research shows that children
succeed when schools recognize and support parents as the child's primary teacher; when parents are welcomed and
involved in all aspects of school life These conditions routinely exist in middle-class, white schools Such routine
conditions often do not exist in low-income and Latino schools.
Our Nation on the Fault Line: Hispanic American Education
President's Advisory Commission on Educational Excellence for Hispanic Americans
The Creation of Excelencia en Educación
Excelencia en Educación: The Role of Parents in the Education of Their Children, is a series of
conferences sponsored by the White House Initiative on Educational Excellence for Hispanic Americans.
The decision to focus on the role of parents was based on the conviction that the heart of the Latino
community is the family. Latino parents know that a quality education provides their children with the
skills to achieve the best this country has to offer. America needs the talents of all its citizens to face the
challenges of the 21st century. As the fastest growing community in the country, Latinos still have lower
educational attainment rates than other groups--a cause for great national concern.
First, a little more background: The White House Initiative supports a Commission appointed by
President Clinton in 1994 comprised of national educational leaders from all segments of the educational
pipeline. In 1996, the Commission submitted to the President their report, Our Nation on the Fault
Line: Hispanic American Education. This comprehensive report lays out issues in Latino educational
attainment from pre-K through graduate and professional education. Equally important, the report
includes an action plan for federal, state and local levels.
The Administration used the report as they developed their Hispanic Education Action Plan announced by
Vice-President Gore in February 1998. The President's plan provided over $520 million in new
educational investments for programs that can make a difference in the quality of education for hundreds
of thousands of bright, capable, Latino students. Responding to the Administration's achievement, the
White House Initiative and the President's Advisory Commission on Educational Excellence for Hispanic
Americans developed a strategy to more directly engage the Latino community in the pursuit of a quality
education. The stage was set for the Excelencia conference series.
In developing a workplan for 1998-2000, Commissioners Gloria Rodriguez and Guillermo Linares
encouraged a focus on nuestros padres, our parents--a strength within the Latino community. Excelencia
en Educación is the resulting series of conferences and facilitates interactions among the federal
government, Latino advocacy organizations, parents, teachers and other educational stakeholders. The
strategy for the conference series was to have Commissioners from each of the five cities selected to
anchor the conference.
The academic emphasis of the conference series is mathematics, reading and college readiness. The focus
is on powerful strategies for parents to more fully engage in supporting their children's education. The
conferences cover how schools, teachers, civic leaders, community-based organizations, business and
federal agencies can reach out to parents and more fully engage them in their children's education. By
sharing "promising practices" and educational information, conference participants should have even
better ideas for brightening the future of young Hispanics and prepared to serve as catalysts for enhancing
parental involvement throughout the nation.
The first Excelencia en Educación was launched in October 1998 with AVANCE in San Antonio, Texas.
AVANCE's founder and CEO is Commissioner Gloria Rodriguez. For the inaugural conference, the
White House Initiative brought together five federal agencies--Education, Health and Human Services,
Labor, Interior, and the Small Business Administration-as well as over four hundred parents, educators,
Latino advocacy organizations and leaders from the private sector. At each conference, members of the
Clinton/Gore Administration and members of the Congressional Hispanic Caucus have spoken. Small
Business Administrator Aida Alvarez and Representative Ruben Hinojosa and Representative Ciro
Rodriguez participated. Univision, the largest Spanish-speaking television network, also plays a
significant role in the conference series. In San Antonio, Univision president Henry Cisneros announced
their plan to develop a multi-year education campaign. Our corporate allies, Univision, State Farm, and
AT&T were also in attendance and described their commitment to addressing the strengths and needs of
the Latino community and pledged to be with us for the entire national conference series.
In Los Angeles, in March 1999, the White House Initiative restaged the Excelencia en Educación
conference in collaboration with the following five organizations: the Mexican American Legal Defense
and Educational Fund (MALDEF), the Annenberg project in Los Angeles (LAAMP), University of
California at Los Angeles (UCLA), Los Angeles Unified School District (LAUSD), and PUENTE
Learning Center. Over 800 participants, primarily parents of students enrolled in schools in East Los
Angeles, heard from speakers including California Governor Gray Davis, Univision President Henry
Cisneros, current chair of the Congressional Hispanic Caucus (CHC) Lucille Roybal-Allard, and the
former chair of the CHC Xavier Becerra. Commissioner Ruben Zacarias, Superintendent of Los Angeles
Unified School District, and Commissioner Sonia Hernandez, Deputy Superintendent for the California
Department of Education, facilitated the conference.
On June 4-5, 1999, the conference was restaged in New York City at CUNY-City College with
Commissioner Guillermo Linares, New York City Councilman facilitating the conference. Partnering
with the White House Initiative were the Hispanic Federation, Community Association of Progressive
Dominicans (ACDP), United Way of New York City, New York Board of Education, CUNY-City
College, and ASPIRA of New Jersey. Secretary of Education Richard Riley opened the conference and
Congress member Robert Menendez sent a message on behalf of the Congressional Hispanic Caucus.
Janet Murgia, Associate Director for Legislative Affairs spoke to the participants about the
Administration's activities and commitment and both Vice President Gore and First Lady Hillary Clinton
provided messages on behalf of the Administration. Univision continued its support for the conference
by having two of its personalities, Rafael Pineda of their local station, and Giselle Blondet of Despierta
America, participate in the program.
On November 5-6, 1999, the conference was restaged in Chicago, Illinois with the leadership of
Commissioner Miriam Cruz. Partnering in the Chicago event were the Chicago Public School system and
Mayor Daley's office. Activities began on November 5 at the University of Illinois-Chicago with Gery
Chico, President of the Chicago School Board opening the conference. On November 6 the conference
moved to Saucedo Scholastic Academy. Conference highlights included a call from Vice President Gore
describing the Administration's efforts to increase educational opportunities for all Americans; Mickey
Ibarra, White House Director of Intergovernmental Affairs and Assistant to the President, addressing,
"Keeping the American Dream Alive", and Congressman Luis Gutierrez, Congressional Hispanic Caucus
member from the 4th District in Illinois, sharing his commitment that all children deserve the best this
country has to offer. Rafael Romo, a local Univision news reporter, closed the conference by moderating
the final panel session.
The final conference in the series was held at Miami High School in Miami, Florida on December 4,
1999. Partnering in the Miami event were Miami-Dade Community College/InterAmerican Campus,
Miami-Dade County Public Schools, Broward County Schools, Abriendo Puertas, ASPIRA of Florida,
and the Cuban American National Council. Conference highlights included an address entitled Making
Excelencia Para Todos a Reality, by Ray Martinez, Deputy Assistant to the President for
Intergovernmental Affairs and a video message from First Lady Hillary Rodham Clinton sharing her
perspectives on educational excellence. There was also active involvement from local educational leaders
and Univision personalities. Alina Mayo Azze, Guillermo Benites, and Giselle Blondet, all supported the
conference by moderating sessions and summarizing Univision's national and local commitment to
education through their community efforts. Commissioner Eduardo Padron, President of Miami-Dade
Community College, and Commissioner Diana Wasserman, member of the Broward County School
Board, served as facilitators on behalf of the President's Advisory Commission. Miami also included a
pre-conference workshop where federal agency representatives met with educational leaders and
community-based organizations to discuss ways to share information on federal programs and services
that can assist Latino students and parents. This special pre-conference workshop generated new ideas
and strategies that can facilitate partnership building between federal agencies and local communities.
These conferences are part of the larger national effort to support Latino parents as they pursue excelencia
en educación for their children. For more information, please call the White House Initiative at 202-401-
1411.
THE OF THE UNITED
White House Initiative on
Educational Excellence
8
SEAL
STATES
for Hispanic Americans
Visit our website
and find out
more about:
Hispanic Americans are the nation's fastest growing
population. Today's Latino youth represents one
Who We Are
quarter of the future workforce of America. Yet Latino
students lag behind other Americans in academic
Calendar of
achievement. The federal government has a pow-
Events
erful role to play in closing this performance gap
Excelencia en
and ensuring that quality education for Hispanic
Educación
Americans is part of the national agenda.
Conference
Series
The White House Initiative on Educational Excellence
Federal
Resources
for Hispanic Americans is helping the nation both to
make policy changes and to take dynamic action for
Hispanic-
change. This website can help you learn about what
Serving
is happening and how you can get involved.
Institutions
Hispanic-
"
We need to hold our leaders at
Serving
School Districts
all levels-federal, state, and local-
accountable for the results they
President's
achieve, or fail to achieve, in student
Advisory
learning."
Commission
Sarita E. Brown, Executive Director
President's
White House Initiative on Educational
Commitment
Excellence for Hispanic Americans
Research and
Resources
400 Maryland Avenue,
S.W. Room 5E110
White House Initiative URL:
Washington, D.C.
http://www.ed.gov/offices/OIIA/Hispanio
(202) 401-1411
OF
UNITED STATES
DEPARTMENT OF EDUCATION
NEWS
UNITED STATES of
For Release:
Contact: Melinda Ulloa
Wednesday, March 15, 2000
202-205-8811
Remarks as prepared for delivery
by U.S. Secretary of Education Richard W. Riley
Excelencia Para Todos-Excellence for All
The State of Education for Hispanic Americans
and the Challenges of a New Century
Bell Multicultural High School
Washington, D.C.
Good morning. Thank you, Mariella Arias. Secretary Caldera, I want to thank you for those
kind words and for putting forward such an innovative programs as GED Plus and College
First. Anything we can do to bring motivated young men and women back into the world of
learning is positive.
I especially want to thank Principal Maria Tukeva for hosting us here at Bell
Multicultural High School-a dynamic center of learning and creativity in the heart of
the nation's capital. In living up to its motto -"Excellence Through Diversity"-this
school serves as a model for communities across the nation.
I also want to acknowledge Chairman Guillermo Linares and Miriam Cruz of the
President's Advisory Commission on Educational Excellence for Hispanic Americans,
Mario Moreno, Norma Cantú, Sarita Brown, Cha Guzman, and distinguished education,
business and community leaders.
In my remarks today, I want to focus on the importance of education for this country's
Latino community as we begin this new century-this education era. And I want to
explore with you why I believe the state of Latino education for this century can be so
promising.
You know, when we talk about Hispanic-Americans we are speaking about individuals from
more than 20 different nations, with countless dialects, different skin colors, and varying
tastes in food and music. Some are descended from immigrants who have been in this nation
hundreds of years, even before it became a nation; others are new arrivals, having been here
only a week or a year, seeking to achieve the American Dream.
2
Regardless of these differences, there is one unifying factor in their lives, education, the
primary and shared source of hope, opportunity and success. It is our duty as a nation to
ensure that the Hispanic community has every opportunity to achieve a quality education
and the success that can accompany it- just as we have done for generations of
Americans before them.
I am confident that we can address this challenge with innovation, that we can shed
misperceptions and stereotypes, eliminate low expectations, and embrace the unique
strengths that Latinos bring to education and our national community.
Last week, Juliet Garcia, the president of the University of Texas at Brownsville, and a
member of the President's Advisory Commission, related to me a story that I think
captures the essence of what we mean when we say "have high expectations and shatter
false perceptions."
She told me about Morningside Elementary School, a small school in a low-income
section of Brownsville, one of the poorest regions in the nation. Some years ago, a
teacher began teaching chess to kindergartners through fifth-graders in that community.
The students got up early to practice and gave up their weekends to play in chess
tournaments. It paid off. Last year, this small school made it all the way to the national
championships, and took second place.
Who would have thought-in a state where high school football is sometimes king and
English is for many a second language-that these students would go head to head with
the best minds in the country in one of the most challenging and intellectual games?
They did and so did their teachers, parents, and principals-and that made all the
difference.
The triumph of the Morningside chess team is the most recent chapter in the rich legacy
of a people connected to history in a very positive way.
It is a legacy of accomplishment and courage. And it is a legacy of battles fought to
overcome discrimination and oppression-in education as well as in other areas.
Many Americans may not realize that during the 1920s and '30s in Texas and California,
courageous Mexican-American parents put their safety on the line to challenge state laws
that segregated students by race in public schools.
On January 5, 1931, for instance, the principal of Lemon Grove Grammar School near
San Diego, acting under instructions from the school's trustees and the Chamber of
Commerce, stood at the schoolhouse door and admitted everyone except the Latino
students, who were instructed to attend school in an old two-room building nearby.
The parents would not let their children go to the other school, because it was run down.
They organized and beat the segregationist policies. The children returned to the public
school-where they belonged.
3
This action set the stage for the Mendez case in 1946, the first time a federal court would
hold the "separate but equal" standard unconstitutional. That decision, in turn, helped lay
the groundwork for the Supreme Court's holding in Brown V. Board of Education nearly
a decade later.
We have seen this same powerful force for equality and quality here in Washington.
Facing a crisis in meeting the educational needs of Hispanic, immigrant, and other
minority youths, members of the community created this school in 1979. With
enthusiastic support, it has grown from 40 students and five teachers, to nearly 700
students from 40 different countries.
A TRANSFORMATION OF HISTORIC PROPORTIONS
But there are still challenges, here and across the nation-not the least of which is an
extraordinarily significant demographic trend, the growth of the Hispanic-American
population.
In just five years, Hispanics will be the largest U.S. minority. By 2050, nearly one-
quarter of our population will be Hispanic. Even more significantly, the greatest growth
will come among young people. One in three members of the Latino population is under
age 15-a number that only highlights the importance of education in the coming
century.
We are already the most diverse nation in the world-and we have never been static in our
diversity. But these kinds of demographic changes will involve almost every aspect of our
society and require us to think still more creatively about the future.
Communities across the nation, from Boise, Idaho, to Georgetown, Delaware, are being
transformed by the changing population. Dealing with this kind of change requires creative
thinking and an eagerness to adapt and to incorporate cultural and linguistic differences into
the learning process.
There are no simple solutions. It will require a comprehensive focus on education from pre-K to
postgraduate levels; from childhood to adulthood; in school, after school, and at home; and all
the time with the support of the community.
The good news is that understanding of what is required is growing. A new enthusiasm
for getting things done is palpable. And a new paradigm for how to achieve this goal is
on the horizon-a model focused on the assets of this community, rather than on the
deficits.
Today, I will outline a series of challenges for the 21st century that build on this
enthusiasm and success.
4
THE PROMISE OF LANGUAGE
First, I want to address the promise of language. For many, language is at the core of the
Latino experience in this country, and it must be at the center of future opportunities for this
community and for this nation. Parents and educators want all children to learn English
because it is essential for success. And we also know how valuable two languages can be.
It is high time we begin to treat language skills as the asset they are, particularly in this
global economy. Anything that encourages a person to know more than one language is
positive-and should be treated as such. Perhaps we should begin to call the learning of a
second language what it truly is-"bi-literacy."
Unfortunately, some have viewed those who use a foreign language with suspicion and
their language itself as a barrier to success. In some places, even the idea of "bilingual
education" is controversial. It shouldn't be.
There are many different and effective strategies for teaching English, from bilingual to
sheltered English to ESL. Today, I want to spotlight the dual language approach, which
is also sometimes referred to as two-way bilingual or dual immersion education.
Bilingual and ESL programs are working well in many states toward this goal of bi-
literacy, and they will continue to work well if we set clear performance measures and
provide the resources needed to meet the rising demand with quality teachers.
Good, solid bilingual programs can make a difference in helping students learn English
and achieve academically. I am pleased that the budget plan that the president recently
submitted to Congress for FY 2001 increases funding for Bilingual Education to $296
million and nearly doubles investment in foreign language education.
I also want to draw your attention to a very important and helpful publication just
released by our Office for Civil Rights, entitled Programs for English Language
Learners. This valuable resource, developed by our Seattle office in response to requests
from school districts, offers materials for planning and self-assessment that are consistent
with the district's individual needs and circumstances.
But, whatever the approach to teaching English, it cannot be simply a defensive or
reactive one. If we see to it that immigrants and their children can speak only English
and nothing more-then we will have missed one of the greatest opportunities of this new
century, namely, to take advantage of the invaluable asset that helps define a culture.
Proficiency in English and one other language is something that we need to encourage
among all young people. That is why I am delighted to see and highlight the growth and
promise of so many dual-language bilingual programs across the country. They are
challenging young people with high standards, high expectations, and curriculum in two
languages. They are the wave of the future.
5
In Salem, Oregon, for instance, Grant Elementary School has instituted a high-achieving
Spanish-English dual-language program to help both Spanish- and English-speaking
students develop language skills in the other language.
Our nation needs to encourage more of these kinds of learning opportunities, in many
different languages. That is why I am challenging our nation to increase the number of
dual-language schools to at least 1,000 over the next five years, and with strong federal,
state and local support we can have many more.
Right now, we have about 260 dual-immersion schools and that is only a start. We need
to invest in these kinds of programs and make sure they are in communities that can most
benefit from them. In an international economy, knowledge-and knowledge of
language - is power.
Our nation can only grow stronger if all our children grow up learning two languages.
The early school years are the best and easiest time for children to learn language.
Unfortunately, too many teachers and administrators today treat a child's native language
as a weakness if it is not English.
I can assure you that when they enter the workforce in several years we will regret the
inability of our children to speak two languages. Our global economy demands it; our
children deserve it.
It is time to move beyond the stereotype of a child who is not fluent in English as one
who is not intelligent or cannot learn. Occasionally, children are separated from their
peers, and even inappropriately identified for special education services simply because
English is not their native language. No one is willing or able to make the appropriate
evaluation and spend the necessary time to help them learn to speak English well.
Unfortunately, the lack of understanding about language issues can lead to the opposite
situation as well-young people who are not diagnosed as needing special education
instruction when in fact they do need it.
We must make sure that all children are served appropriately, that the programs that serve
these children are held accountable, and that the students in them are held to high
standards. Anything less is counterproductive.
I am very pleased that over thirty percent of Title I funds are serving Hispanic students.
This administration initiated the Title I testing requirement that is helping to ensure the
inclusion of all students in Title I assessments and school district accountability systems.
6
A DEMAND FOR TEACHERS AND NEW WAYS OF TEACHING
The second challenge we must meet is a demand for teachers and new ways of teaching.
Teaching is at the heart of our efforts to transform how we view language and support
student learning.
Over the next 10 years we face a demand for more than two million teachers, with acute
needs in fields like math and science, special education, and bilingual education. The
changing demographics and the advent of new learning technologies and ways of
teaching will require a more diverse and more adaptable teaching force.
Let me highlight just one shortcoming in the teaching force: 54 percent of all teachers have
limited English proficient (LEP) students in their classrooms, yet only one-fifth of teachers
feel very prepared to serve them. As I called for in my State of American Education speech
last month, we need to examine making teaching a year-round and better paid profession.
We need teachers who are ready to take on this challenge, and we need to give them more
time to prepare for it.
We need teachers who not only know more than one language but also have the
background and training to maximize the learning potential of students with diverse
backgrounds. We need teachers who, when they see a Latino child-or any minority
student-have high expectations and visualize great achievements for that child.
And we need teachers who know how to make a connection with a student and to build
on that connection, using creativity when necessary. One fifth-grade teacher in Texas
would tell her largely Hispanic class about the importance of graduating from high school
and going to college.
A young student to whom she was providing tutoring, commented proudly that her
mother was also studying to graduate from high school, by taking the GED. The teacher
offered to help, and ended up working with both mother and daughter after school.
Not only did both "students"-mother and daughter-improve academically, but also
there were more far-reaching benefits. The daughter saw how important it was to learn
and how important it was for her mother to learn.
Her mother shared in the joy and pride that comes from learning and serving as a strong
role model. And the teacher's willingness to reach out to the community and think
beyond the classroom paradigm made her a more effective teacher.
This is what I mean when I say we must think in creative ways about how we can best
educate all students-and even what we mean when we say the word "student." The
Even Start program, for one, supports local projects that encourage this creativity by
blending early childhood education, parenting instruction and adult education.
7
Many teachers across the country pursue their profession with exactly this kind of
dedication and with great results. We need to support them and reward their innovation,
commitment, and professionalism-and we must make sure more children experience
such teachers.
To help bring the best and most innovative teachers into our classrooms, the
administration has sent Congress a $1 billion proposal. The goal of this funding is to
raise teaching quality, recruit new teachers, reduce out-of-field teaching, and attract more
certified teachers into our poorest schools.
But this federal investment needs to be supported by a change in the way that our schools
of education go about their mission and the time and resources they devote to meeting
this challenge.
The Latino and Language Minority Teacher Project in California is one example of how
these institutions can respond. The collaborative project, which links several universities
and the Los Angeles Unified School District, is designed to respond to the increasing
shortage of teachers prepared to teach limited English proficient students.
RAISING ACHIEVEMENT-LOWERING THE DROP-OUT RATE
The third challenge I want to address today is raising achievement and lowering the
dropout rate for Hispanic students. While the achievement gap between Hispanic and
white children remains high, progress is evident.
Hispanics have made significant gains on NAEP math assessments at all levels and
greater gains in science than their white peers. And Hispanic-Americans have more than
quadrupled their enrollment in higher education over the last two decades, although they
are still vastly underrepresented.
Many schools are doing much of what has to be done to raise achievement levels. Here at
Bell Multicultural, for instance, where 98 percent of students are below the poverty line,
you have achieved a 95 percent attendance rate and a drop-out rate of only 10 percent, far
below the national average. And 70 percent of the students go to college.
We can turn schools around and return these young people back to the world of learning.
Indeed, in many places we already are.
How are Bell and other schools making this kind of progress? Not through any "magic
bullet" solution, but through hard work, with well-prepared teachers and strong
principals, with challenging and engaging classes, the support of parents and the entire
community, and an overarching commitment to ensure that all children learn.
8
They do it by being schools that offer more than just a 9-to-3 classroom. They are safe
centers of the community, providing programs and classes on drop-out prevention,
vocational-technical training, career development, parenting skills and adult literacy.
ADDRESSING THE CHALLENGES EARLY
These strategies can work for all students and their parents-and Latinos must be
included. Many of these strategies are described in a report funded by my Department.
This report identifies a number of exemplary practices, programs, and individual schools
that are helping to transform education for Hispanic youth. I hope that schools, teachers,
and administrators across the nation review it.
One observation the report makes is that we can't wait until junior high school to raise
achievement levels and lower the drop-out rate. Indeed, a recent groundbreaking study
of kindergartners by my Department demonstrated that many of the differences between
groups of students in elementary and secondary school already exist when children enter
kindergarten.
In other words, the seed for high achievement and drop-out prevention is planted long
before high school, and we need to start much earlier to make sure that the seed
germinates. The better and earlier the start, the stronger the finish.
We can make a significant and immediate impact on improving the school readiness and
subsequent educational achievement of young children through a few sensible actions.
I urge school officials to help make sure that every child who can be covered is covered
under CHIP health insurance programs and also to make this year's national Census a
success. Our children are a blessing so let's make sure that we count all of our blessings.
Millions of dollars in federal and other aid depend on an accurate count.
We also know that enrollment in quality child care, particularly when focused on early
literacy makes a powerful difference. Our 1996 study found that only 28 percent of
Hispanic 3-year-olds enrolled in early child care programs compared with 45 percent of
their white counterparts. The administration's 2001 budget proposal would increase
funding for Head Start by one billion dollars, which would help address this. We must do
more.
It is so important, particularly in the early years, to have small classes so teachers can
provide individual attention to students.
9
We also need to increase the amount of time we read to children and talk to them about
what is read. Reading is an integral part of the learning and life experience, particularly
for students who come from homes where a language other than English is spoken.
With a strong foundation in reading, schools can put in place another important part of
building an engaging learning environment and raising achievement levels-challenging
classes.
For instance, a recent study by my Department showed that Latino students were more
than three times more likely to go to college if they took two or more Advanced
Placement courses than those who took none.
One reason for the success of Bell and other schools like it, is that they have a broad
curriculum that includes challenging classes, including a wide variety of Advanced
Placement classes.
I would like to recognize a few of Bell's AP students who are here today, and who I
believe have already been awarded full scholarships to attend Bowdoin College in Maine
next year.
Still another way to turn around schools, ensure safe and disciplined learning
environments, and raise achievement levels is through the creation of smaller schools that
build supportive learning environments and give students a sense of connection to each
other, to teachers, and to learning.
In Grand Prairie, Texas, the South Grand Prairie High School has a student body of
nearly 2,500. That's a lot of students for one building. Four years ago, Grand Prairie
became a New American High School and undertook an extensive reform program to
raise academic expectations and achievement. The school created five academies, in
which students and teachers work in an academic area that best suits them and in which
more individual attention is provided.
The changes made a real difference. The pass rate for the Texas state exam at Grand
Prairie has risen nearly 20 percent in three years. And the pass rate for reading is at 91
percent, compared with the state average of 67 percent. The drop-out rate is under 2
percent and nearly two-thirds of the students enroll in college.
One way to increase the college going rate is for higher education institutions to join
forces with the K-12 system to create a pathway for student achievement. They must be
ready to adjust to the growth in the number of Hispanic students and to meet their needs,
and they must develop new and creative ways to enlarge the pool of eligible minority
applicants to colleges and universities. As the President's Commission said last week,
colleges and universities need to think creatively and to adopt a K-16 approach. TRIO
and GEAR-UP support this goal.
10
THE IMPORTANCE OF COMMUNITY
The fourth challenge concerns the importance of community. The best schools are those
that operate as centers of the community for both children and adults. They are schools
that are supported by community centers, and after-school programs that enhance
educational opportunities.
The heart of the Latino community is the family. Parents must be supported in guiding
their children to take challenging courses and in providing them the support to stay in
school and go on to college.
In addition, increasing the literacy of Hispanic parents and guaranteeing high-quality
educational assistance to these parents are critical to raising the achievement levels of
Hispanic children. That is why we strongly support family literacy and learning centers
and after-school programs.
A few months ago I had the opportunity to visit one such enriching center right down the
street from here-the Latin American Youth Center. I had a wonderful discussion with
some of the students and counselors there. The pictures you see here around you are of
young people who attend that center.
In addition to housing a creative public charter school, the center offers a wealth of
support services to young people in the community, including some who have left school
and want to return to the world of learning. We need more places like it.
The U.S. Department of Education supports community involvement in education with a
wealth of helpful publications in Spanish and English for parents and their children,
including Building Your Baby's Brain, Questions Parents Ask About School, and Getting
Ready for College Early. They are all listed in a comprehensive catalogue that is
available free through our toll-free number, 1-800-USA-LEARN.
We also operate a bilingual call center for Spanish-speaking parents through this phone
number, and our Web site, www.ed.gov, now has a Spanish-language option. In addition,
we provide grants to support captioning in Spanish for a number of news and public
information television shows.
Today, I am very pleased to announce the release of a new resource-a videotape and
accompanying materials that will support Spanish-speaking families and the schools and
organizations that serve them.
Entitled Vamos Juntos a la Escuela (Let's Go to School Together), the video looks at four
areas-parent involvement, readiness to learn, reading and mathematics, and preparing
young children for college. It is intended as a tool for presentations to groups of Spanish-
speaking families and could be provided by schools, colleges, community and faith-based
organizations, and others.
11
Procter and Gamble has made a significant financial commitment to ensure that this
video will be widely distributed. This is the first part of their new Avanzando campaign
to invest in the Hispanic community.
I applaud their efforts and I encourage others to follow their lead. My Department is
committed to building partnerships with corporations like Proctor and Gamble.
We have also worked with Univision on a broad-based television campaign entitled
"Education Matters." I was with my friend Henry Cisneros last summer in Los Angeles
to launch this campaign. Just this week, following a half-hour broadcast about college
financial aid, my office received more than a thousand requests for information. The
Mott Foundation has also made an extraordinary investment in after-school programs for
Latinos.
CONSTRUCTING A NEW FUTURE
My fifth challenge today concerns the importance of having modern schools. No amount
of hard work, challenging curricula, and academic restructuring can completely overcome
the burden of a severely aging or overcrowded school, as so many of our nation's schools
are today. That is why President Clinton and Vice President Gore have been urging
Congress for several years to pass school modernization legislation.
Passage of school modernization legislation would help schools like Bell meet the
growing challenges of the new century. Looking at everything that Maria Tukeva and the
staff and students here have been able to achieve-with all of the physical challenges-it
makes you appreciate how much more they could have accomplished if the school had
everything that a school should have.
Of course, Bell is not waiting around. I am very impressed by their plan to create a new
educational campus with Lincoln Middle School. Among its many features, the plan
includes a strong focus on the use of technology.
To be fully engaged in learning in the 21st century, all students need access to the most
modern learning tools-the computer and the Internet-and every teacher needs to be
well trained to use and teach them effectively.
Technology is not a substitute for solid teaching and learning-for the basics like reading
and writing, science and math. But it does offer a way to enhance traditional learning; to
open the doors to the best libraries and museums, particularly for students in
disadvantaged schools, and to raise achievement levels.
The Hartford Public School system has been the poorest- performing district in
Connecticut for the last 10 years. More than half of the majority Hispanic student body
drop out after the ninth grade.
12
In 1996, the new superintendent began a number of reforms, including a massive effort to
get technology into the classrooms and, with a lap-top program, into children's homes.
The program is already transforming the individual lives of students and their families-
and strengthening the schools. Achievement scores are up, and the district's improvement
in math and reading last year was more than the previous four years combined.
These are gains worth studying and emulating. A school can't use technology to improve
if all of its students don't have access to the resources.
A secondary impact of technology in education is on the parents of students, an issue of
particular importance to Latinos. Crossroads Café in New York, for instance, has used
distance learning to help adults improve their reading and English language skills to
advance at work. The students themselves played a major role in helping their parents
learn English.
Providing these kinds of opportunities is why the administration has called for a threefold
increase-to $100 million-in funding for Community Technology Centers. This
funding will make educational technology available to residents of low-income urban and
rural communities.
CHALLENGES FOR THE FUTURE
The Hispanic community, like all communities, wants its children to achieve to high
standards and its schools to be held accountable for that achievement. We are making
progress. But we need to increase the pace of that progress. Parents want to be part of
the system. But they need support.
In looking toward the future, we must think comprehensively -- no single solution will
work. I have outlined five challenges to provide this support because it is something that
affects the well-being of all citizens, not just Hispanic Americans: the promise of
language and learning two languages; new ways of teaching (including quality teachers,
small classes and small schools); lowering the drop-out rate through early intervention-
remember, the better the start, the stronger the finish; the importance of community and
family; and constructing a future with modern buildings and technology in every
classroom.
In closing, I would like to mention a recent comment by a Latino educator who noted that
"young children learn from the very beginning that they have the power to influence their
world." I suspect it is education that gives them this power.
With this in mind, the first lady initiated a national conversation on Hispanic Children
and Youth. This year, the administration committed more than $8 billion to programs
that support the Hispanic Education Action Plan ($800 million in new dollars), and soon
the president will host a White House meeting to further discuss these issues and commit
the nation to action.
13
It is time for us to empower Hispanic youth by giving them educational opportunities,
teaching them to succeed, expecting more, and holding schools and communities
accountable for their success.
We must forge solutions and create opportunities for Hispanic Americans for the new
century, just as we have done for so many other groups pursuing the American Dream
throughout our history.
When we achieve this, when we transcend stereotypes and overcome the tyranny of low
expectations, and when we treat the language and culture of young Americans as an asset,
and not a perceived deficit, then we will be able to guarantee everyone the key civil right
for the 21st century-a quality education.
###
"Brown, Sarita" <[email protected]>
05/30/2000 01:44:14 PM
Record Type:
Record
To:
Shirley S. Sagawa/WHO/EOP
CC:
Subject: Names for June 15
Shirley,
From the CD Project I'd invite Larry Rosen, who is the senior person at
Aplauso and Ana Maria Fernandez Haar, President, IAC Group and a key person
in Association of Hispanic Advertising Agencies and the New America
Alliance Aplauso is working with her to develop their marketing. Let me
know if you need contact info.
Since I haven't seen the list I don't know if Ingrid Rivera from Proctor and
Gamble is on it but she's the person who is funding the development of our
Excelencia kit (from the our conference series. She's also supporting the
printing of a commemorative issue of Sec. Riley's March 15 speech,
Excelencia Para Todos (which I think should be distributed at the event!).
I'd really like her there as well.
I'll need to think a little more about who from last August. I'll get back
to you.
Also, as soon as I finish a memo that's on my screen I'll call to talk with
you the President's perspective on Hispanic drop outs and to figure out when
we can talk about the CD project.
Sarita
Original Message
From: [email protected]
[ mailto:[email protected]
<mailto:[email protected]>]
Sent: Tuesday, May 30, 2000 1:32 PM
To: Brown, Sarita
Subject: Re: In Preparation for Monday
Hi Sarita. Who from the CD meeting should be invited to the June 15th
session? How about people who attended the First Lady's convening in
August? The list I have seen doesn't seem to have a lot of those folks.
The good news is that it is heavy on corporate, while the August meeting
had more grassroots, but there should be some overlap, eh?
"Brown, Sarita" <[email protected]>
05/11/2000 06:38:53 PM
Record Type:
Record
To:
Shirley S. Sagawa/WHO/EOP, 'Guillermo Linares' <[email protected]>
CC:
"Montoya, Debbie" <[email protected]>
Subject: In Preparation for Monday
Shirley and Guillermo,
Here is the proposed agenda. We have quite a positive response. Will room
100 be big enough? Do we have any other options?
Shirley, Debbie is working with Eric on the security clearance. Please let
me know when you are available to talk by phone.
Looks exciting!
Sarita
> <<CDAgenda.doc>>
>
> The following is a list of the participants in the May 15th Meeting
> concerning the CD Project:
>
> Name
Organization
>
> 1. Ricardo Dopico
Recording Industry
> Association of America
>
attending for Hilary Rosen
> 2. Harriet Fulbright
President's Committee on the
> Arts and Humanities
> 3. Carole Watson
President's Committee on the
> Arts and Humanities
> 4. Rosalie (Lee) Kessler
NEA
> 5. Roberta Heine
NEA
> 6. Frank Shaw
NEA
>
attending for John Roberts
> 7. Art Ruiz
State Farm
> 8. Scott Shanklin Peterson
NEA
> 9. Maribel Schumacher
Warner Music Latin
> America
> 10. Larry Rosen
Aplauso.com
> 11. Hazel Rosen
Aplauso.com
> 12. Serigo Rozenblat
Aplauso.com
> 13. Ana Maria Fernandez Harr
The IAC Group
> 14. Adriana de Kanter
Dept. of Ed.
> 15. Ralph Forsht
America's Promise
> 16. John Mahlmann
University of Massachusetts
>
>
attending for Willie Hill
> 16. Andrew Finch
Dept. of Ed.
>
attending for Wilson Goode
> 17. Mario Moreno
Dept. of Ed.
> 18. Henry Cisneros
Univision
> 19. Shirley Sagawa
First Lady's Office
> 20. Guillermo Linares
President's Advisory
> Commission Chair
> 21. Sonia Hernandez
President's Advisory
> Commission
> 22 . Tony Waller
State Farm
> 23. Sarita Brown
White House Initiative
> 24. Deborah Santiago
White House Initiative
> 25. Debbie Montoya
White House Initiative
- CDAgenda.doc
MEMORANDUM FOR MRS. CLINTON
FROM:
Shirley Saga
RE:
Follow-up\to Hispanic Convening
DATE:
May 30, 2000
The White House Initiative on Educational Excellence for Hispanic Americans prepared a memo
for you outlining developments that grew out of your Hispanic convening last August. The
highlights are:
--
A sustained collaboration among a group of attendees, including the President's
Commission, the National Association of Legislative and Elected Officials, State Farm, At&T,
Univision, Ford, and Kellogg.
--
Expansion of the "What Works for Latino Youth" directory prepared for our convening
(a revised version will be distributed at the June 15 event).
Plans to develop and distribute an information kit for parents, teachers, and community
organizers.
A multi-year ad campaign on education by the Association of Hispanic Advertising
Agencies.
The development of a music CD featuring popular Latino artists promoting the "stay in
school" message in the music and on the printed materials. Plans are to print 1 million copies to
be distributed for free through schools and community groups.
As you know, Maria Echeveste is heading up the planning for a strategy session on Hispanic
Education at the White House, scheduled for June 15. This session will be described as a follow-
up to your August 1999 convening. Ann O'Leary has an update on this event for you in a
separate memo.
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
May 3, 2000
Hillary Rodham Clinton
First Lady
White House
1600 Pennsylvania Ave
Washington, DC
Dear Mrs. Clinton:
I am writing at the suggestion of Shirley Sagawa to update you on several exciting partnerships
inspired by last August's White House Convening on Latino Youth. The convening made a
significant impact on the on-going work of the White House Initiative on Educational Excellence
for Hispanic Americans. By modeling the kind of effort that you want to see proliferate across
the country, the convening catalyzed the development of a collaborative process designed to
address today's crisis in educational achievement for Latinos.
As you may remember, a group of individuals from foundations and the private sector met for
lunch directly following the convening to continue the discussion begun at the White House. The
discussion was led by Steven Zwerling from the Ford Foundation and Hector Garza from the
American Council on Education. The group committed to developing partnerships to support
activities that improve educational opportunities for Latino youth.
The convening also started the momentum for a sustained collaboration among a group of
stakeholders to work across sectors to improve the lives of Latino young people. A plan was
developed by several attendees to hold a national meeting on Latino educational excellence in
2000. This group included key leadership from the President's Advisory Commission on
Educational Excellence for Hispanic Americans; the Executive Directors of the National
Association of Legislative and Elected Officials (NALEO), the National Association of Bilingual
Education (NABE), and National Council for Community and Educational Partnerships
(NCCEP); and, representatives from State Farm Insurance, AT&T, Univision, and the Ford and
Kellogg Foundations.
Learning in November that the White House intended to hold a meeting to address Latino
educational excellence, these stakeholders offered to collaborate with the White House taskforce
to inform the White House event scheduled for June 15th.
Simultaneously, our office has continued to expand What Works for Latino Youth, the directory of
promising programs initially created for the convening. The original 3,000 copies have been
disseminated at conferences across the nation, including the National School Board Association,
the National Hispanic Corporate Council, and the New America Alliance -An American Latino
Business Initiative. We are now at work on the second edition that will double the number of
programs included, expand the introduction to include common threads, and a methodology for
program evaluation. One of the researchers from the convening, Hector Cordero-Guzman and my
400 Maryland Ave., SW, FOB-6, Room 5E110, Washington D.C., 20202-3601
Deputy, Deborah Santiago, are enhancing the program descriptions and evaluation data by
interviewing program directors. We expect to have the second edition ready for distribution at
the White House event on Latino educational excellence June 15th.
The other effort that has flourished since the convening is the White House Initiative's work with
private sector partners. As you may remember, last year the White House Initiative concluded a
five-part conference series entitled, Excelencia en Educación: The Role of Parents in the
Education of Their Children. Private sector partners were with us in San Antonio, Los Angeles,
New York, Chicago and Miami. Enclosed is a description of the series. Now Proctor and
Gamble has stepped forward to collaborate with the President's Advisory Commission to develop
and distribute an information kit supporting parents, teachers and community organizers as they
pursue excelencia en educación.
The second exciting development I wanted to share is the decision by the Association of Hispanic
Advertising Agencies (Ahaa) to develop a multi-year campaign on education. Their intention is to
replicate the success of this year's campaign, Su voto es su voz ("Your vote is your voice"). The
Ahaa Executive Committee is consulting with the President's Advisory Commission and the staff
of the White House Initiative as they develop this new campaign. Another comparable effort
involves the Univision morning talk show, Despierta America ("Wake Up America"). Giselle
Blondet, one of the co-hosts, has agreed to develop a regular education segment that will feature
programs from our What Works for Latino Youth directory.
Finally, a new promising private-public partnership on the horizon is the proposed development
of a music CD featuring popular Latino performers. The CD will include--in song and in printed
materials--a "stay in school" message and feature web sites and toll free numbers for more
information on going to college. We hope the enhanced CD will also lead young people to the
internet. Enclosed is the preliminary project proposal. Shirley and I have met about this project
and I am pleased to report that the staff of the President's Committee for the Arts and Humanities
is interested in the project as well. To make progress with this project, we want to hold a meeting
in the next few weeks here in Washington, hopefully at the White House, with likely partners
from the music and computer industries. Phase One of the project will produce one million CDs
for distribution this fall to Latino high school students. We hope to "release" the CD as the
Commission's final event planned for late September or early October.
As our Commission Chair, Guillermo Linares remarked at our last meeting, a lot has been
accomplished and there is still a lot to do. As we continue our work I wanted you to know about
the many good things that have developed since the convening. Our continued collaboration will
maintain and expand the terrific momentum we have achieved.
Sincerely yours,
SettEr
enclosures
400 Maryland Ave., SW, FOB-6, Room 5E110, Washington D.C., 20202-3601
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
It is essential to understand that each step in the education system is a building block Research shows that children
succed when schools recognize and support parents as the child's primary teacher; when parents are welcomed and
involved in all aspects of school life These conditions routinely exist in middle-class, white schools Such routine
conditions often do not exist in low-income and Latino schools.
Our Nation on the Fault Line: Hispanic American Education
President's Advisory Commission on Educational Excellence for Hispanic Americans
The Creation of Excelencia en Educación
Excelencia en Educación: The Role of Parents in the Education of Their Children, is a series of
conferences sponsored by the White House Initiative on Educational Excellence for Hispanic Americans.
The decision to focus on the role of parents was based on the conviction that the heart of the Latino
community is the family. Latino parents know that a quality education provides their children with the
skills to achieve the best this country has to offer. America needs the talents of all its citizens to face the
challenges of the 21st century. As the fastest growing community in the country, Latinos still have lower
educational attainment rates than other groups--a cause for great national concern.
First, a little more background: The White House Initiative supports a Commission appointed by
President Clinton in 1994 comprised of national educational leaders from all segments of the educational
pipeline. In 1996, the Commission submitted to the President their report, Our Nation on the Fault
Line: Hispanic American Education. This comprehensive report lays out issues in Latino educational
attainment from pre-K through graduate and professional education. Equally important, the report
includes an action plan for federal, state and local levels.
The Administration used the report as they developed their Hispanic Education Action Plan announced by
Vice-President Gore in February 1998. The President's plan provided over $520 million in new
educational investments for programs that can make a difference in the quality of education for hundreds
of thousands of bright, capable, Latino students. Responding to the Administration's achievement, the
White House Initiative and the President's Advisory Commission on Educational Excellence for Hispanic
Americans developed a strategy to more directly engage the Latino community in the pursuit of a quality
education. The stage was set for the Excelencia conference series.
In developing a workplan for 1998-2000, Commissioners Gloria Rodriguez and Guillermo Linares
encouraged a focus on nuestros padres, our parents--a strength within the Latino community. Excelencia
en Educación is the resulting series of conferences and facilitates interactions among the federal
government, Latino advocacy organizations, parents, teachers and other educational stakeholders. The
strategy for the conference series was to have Commissioners from each of the five cities selected to
anchor the conference.
The academic emphasis of the conference series is mathematics, reading and college readiness. The focus
is on powerful strategies for parents to more fully engage in supporting their children's education. The
conferences cover how schools, teachers, civic leaders, community-based organizations, business and
federal agencies can reach out to parents and more fully engage them in their children's education. By
sharing "promising practices" and educational information, conference participants should have even
better ideas for brightening the future of young Hispanics and prepared to serve as catalysts for enhancing
parental involvement throughout the nation.
The first Excelencia en Educación was launched in October 1998 with AVANCE in San Antonio, Texas.
AVANCE's founder and CEO is Commissioner Gloria Rodriguez. For the inaugural conference, the
White House Initiative brought together five federal agencies--Education, Health and Human Services,
Labor, Interior, and the Small Business Administration-as well as over four hundred parents, educators,
Latino advocacy organizations and leaders from the private sector. At each conference, members of the
Clinton/Gore Administration and members of the Congressional Hispanic Caucus have spoken. Small
Business Administrator Aida Alvarez and Representative Ruben Hinojosa and Representative Ciro
Rodriguez participated. Univision, the largest Spanish-speaking television network, also plays a
significant role in the conference series. In San Antonio, Univision president Henry Cisneros announced
their plan to develop a multi-year education campaign. Our corporate allies, Univision, State Farm, and
AT&T were also in attendance and described their commitment to addressing the strengths and needs of
the Latino community and pledged to be with us for the entire national conference series.
In Los Angeles, in March 1999, the White House Initiative restaged the Excelencia en Educación
conference in collaboration with the following five organizations: the Mexican American Legal Defense
and Educational Fund (MALDEF), the Annenberg project in Los Angeles (LAAMP), University of
California at Los Angeles (UCLA), Los Angeles Unified School District (LAUSD), and PUENTE
Learning Center. Over 800 participants, primarily parents of students enrolled in schools in East Los
Angeles, heard from speakers including California Governor Gray Davis, Univision President Henry
Cisneros, current chair of the Congressional Hispanic Caucus (CHC) Lucille Roybal-Allard, and the
former chair of the CHC Xavier Becerra. Commissioner Ruben Zacarias, Superintendent of Los Angeles
Unified School District, and Commissioner Sonia Hernandez, Deputy Superintendent for the California
Department of Education, facilitated the conference.
On June 4-5, 1999, the conference was restaged in New York City at CUNY-City College with
Commissioner Guillermo Linares, New York City Councilman facilitating the conference. Partnering
with the White House Initiative were the Hispanic Federation, Community Association of Progressive
Dominicans (ACDP), United Way of New York City, New York Board of Education, CUNY-City
College, and ASPIRA of New Jersey. Secretary of Education Richard Riley opened the conference and
Congress member Robert Menendez sent a message on behalf of the Congressional Hispanic Caucus.
Janet Murgia, Associate Director for Legislative Affairs spoke to the participants about the
Administration's activities and commitment and both Vice President Gore and First Lady Hillary Clinton
provided messages on behalf of the Administration. Univision continued its support for the conference
by having two of its personalities, Rafael Pineda of their local station, and Giselle Blondet of Despierta
America, participate in the program.
On November 5-6, 1999, the conference was restaged in Chicago, Illinois with the leadership of
Commissioner Miriam Cruz. Partnering in the Chicago event were the Chicago Public School system and
Mayor Daley's office. Activities began on November 5 at the University of Illinois-Chicago with Gery
Chico, President of the Chicago School Board opening the conference. On November 6 the conference
moved to Saucedo Scholastic Academy. Conference highlights included a call from Vice President Gore
describing the Administration's efforts to increase educational opportunities for all Americans; Mickey
Ibarra, White House Director of Intergovernmental Affairs and Assistant to the President, addressing,
"Keeping the American Dream Alive", and Congressman Luis Gutierrez, Congressional Hispanic Caucus
member from the 4th District in Illinois, sharing his commitment that all children deserve the best this
country has to offer. Rafael Romo, a local Univision news reporter, closed the conference by moderating
the final panel session.
The final conference in the series was held at Miami High School in Miami, Florida on December 4,
1999. Partnering in the Miami event were Miami-Dade Community College/InterAmerican Campus,
Miami-Dade County Public Schools, Broward County Schools, Abriendo Puertas, ASPIRA of Florida,
and the Cuban American National Council. Conference highlights included an address entitled Making
Excelencia Para Todos a Reality, by Ray Martinez, Deputy Assistant to the President for
Intergovernmental Affairs and a video message from First Lady Hillary Rodham Clinton sharing her
perspectives on educational excellence. There was also active involvement from local educational leaders
and Univision personalities. Alina Mayo Azze, Guillermo Benites, and Giselle Blondet, all supported the
conference by moderating sessions and summarizing Univision's national and local commitment to
education through their community efforts. Commissioner Eduardo Padron, President of Miami-Dade
Community College, and Commissioner Diana Wasserman, member of the Broward County School
Board, served as facilitators on behalf of the President's Advisory Commission. Miami also included a
pre-conference workshop where federal agency representatives met with educational leaders and
community-based organizations to discuss ways to share information on federal programs and services
that can assist Latino students and parents. This special pre-conference workshop generated new ideas
and strategies that can facilitate partnership building between federal agencies and local communities.
Having concluded the national series, we are now working to bring Excelencia to our nation's capital. On
September 9, 2000 the White House Initiative will work with local leaders including the Latin American
Youth Center, the District Public Schools, the Office of the Mayor to stage the conference
We are also working with federal and private partners to produce an resource kit for local organizers to
stage similar conferences around the country. Proctor and Gamble has agreed to partner with the White
House Initiative on the development on the kit and a national distribution. We are working to complete
this project in time to release this new kit in Fall 2000.
President' Advisory Commission
on Educational Excellence
for Hispanic Americans
aplauso.com
PROJECT PROPOSAL
Context
We know that the high school dropout rate for Latino youth is the highest in the Nation
We know there is a keen need for visible role models sending a positive message about
high academic achievement and educational opportunities
We know that the music of many contemporary Latino artists captures the interest of
Latino youth and can help deliver important messages
In response, we seek to collaborate with the President's Advisory Commission on
Educational Excellence for Hispanic Americans to build on the First Lady's Convening on
Latino Youth by developing a multifaceted project.
Objectives
To send a positive message to Latino youth to stay in school and have high
educational aspirations
To build on the power of music and the appeal of contemporary Latino artists to
effectively deliver this message to Latino students
To provide an effective medium of communication that will offer a steady stream of
information about high academic achievement and educational opportunities
To direct Latino young people to the internet and engage industry leaders to help
close the digital divide
Strategies
To harness the Internet's power to reach a_youthful audience
To capitalize on the ability of contemporary artist's capacity to deliver a credible
message
To use music's appeal to capture the interest of students
Tactics
Aplauso will produce all aspects of an enhanced music CD that will contain:
- A compilation of popular current hits and artists
-
Software that will link users to Aplauso.com and selected education sites
recommended by the President's Advisory Commission
-
Video clips of artists delivering "stay -in -school" and "going to college"
messages
Aplauso will collaborate with the President's Advisory Commission and the Office of
the First Lady to secure corporate sponsors to fund the project that will include the
production of a minimum of 1 million CDs and a national dissemination strategy with
the public school system and community based organizations
The President's Advisory Commission will collaborate with Aplauso to develop a
dissemination plan that works with schools, advocacy and educational organizations,
and local area media
{aplauso.com
1221 Brickell Avenue - Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
FOR
IMMEDIATE
RELEASE
SUPERSTARS JULIO IGLESIAS AND DON FRANCISCO JOIN WITH MUSIC EXECUTIVES
LARRY ROSEN AND SERGIO ROZENBLAT
TO CREATE LEADING LATIN ENTERTAINMENT INTERNET SITE
aplauso.com
Miami, FL (February 16, 2000)-International recording artist Julio Iglesias and Latin American
TV superstar Don Francisco announced today an agreement with online music pioneer Larry Rosen
and Latin music executive Sergio Rozenblat to become the founders of aplauso.com, Inc.,
a new company to create the leading Latin Music and Entertainment Internet Site.
The explosive popularity of Latin music and pop culture combined with Latin America's fast-growing
Internet market has spurred the demand for a premier Latin music and entertainment site for the U.S.
Hispanic and Latin American markets. Recognizing this opportunity, Julio Iglesias and Don Francisco
have joined Larry Rosen and Sergio Rozenblat to build this new enterprise.
The four founders are excited about the potential to deliver Latin entertainment to a new audience of
online music and entertainment fans. "I agreed to become a founder and investor in this new company
because I believe it will provide a platform to reach and positively influence millions of fans of Latin
music throughout the world," said Iglesias.
Thirty-six year TV veteran Don Francisco said, "I've been blessed to have been able to communicate
over the years with a diverse number of people in the U.S. and Latin America. The Internet is a
revolutionary medium that enhances our daily contact with each other as well as further educates our
children."
The trilingual (Spanish, English and Portuguese) site will provide an innovative medium to feature
new bands and artists, industry news, information and reviews, artist sites, celebrity chats, and the
ability to download music, create custom compilations, and purchase CDs and DVDs online.
The site will provide local content tailored to users interested in a variety of music and entertainment
options, from rock en Español to tropical, from telenovelas to movies. aplauso.com is scheduled
to go online in early summer.
Jupiter Communications estimated that there were more than 9 million online users in Latin America at the
end of 1999 and that this figure will increase to 38 million in 2003. Jupiter projects that Latin America with
its annual growth rate of nearly 50 percent of Internet users makes it the world's fastest-growing Internet
market.
hore
(aplauso.com
1221 Brickell Avenue - Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
FOR
IMMEDIATE
RELEASE
"I have experienced the dynamic growth of music and entertainment on the Internet in the United States
over the past five years. Now I see a great opportunity in Latin America to help develop the premier Latin
music and entertainment company, utilizing today's technology and laying the groundwork for tomorrow's
broadband world," said Rosen.
"aplauso.com will become an innovative medium that will open doors for new artists and bands. We will be
offering specialized news, exciting radio, downloadable music and videos along with the availability of online
purchasing. We will focus our efforts in creating a distinctive site which will be event-oriented and interac-
tive, with a keen eye directed towards localized content," said Rozenblat.
Born in Madrid, Spain, Latin legend Julio Iglesias has won a worldwide following transcending languages
and cultures to become the most famous Latin artist of our time. Originally recording in 1968 in his native
Spanish, Iglesias quickly established his stardom becoming the Hispanic world's most important performer.
For the next decade, his songwriting and unique romantic ballads led to innumerable concert appearances
throughout Europe, Asia, and Latin America. In 1978, CBS International signed a worldwide deal with
Iglesias who began recording in French, Italian and Portuguese in addition to Spanish. In 1983, Iglesias
received the first and only Diamond Record Award ever given to a performer by the Guinness Book Of
World Records for selling more records in more languages than any other musical artist in history.
His first English release in 1984, 1100 Bel Air Place, immediately went multi-platinum and formed an all-
important bridge between the European and American markets. In 1985, a star with his name was unveiled
on the Hollywood Walk of Fame. After winning over English-speaking fans, Iglesias returned to Spanish
compositions in the 1990's, concentrating on the Latin American market. A tireless year-round performer,
Iglesias continues to pack venues worldwide. Recipient of over an astonishing 2,600 platinum and gold
records, and having recorded more than 76 albums, Iglesias has sold more than 250 million units in his
illustrious career.
A native of Chile, Mario Kreutzberger, known as Don Francisco, is the likeable host of "Sabado Gigante"
(the longest-running program in the Americas, according to the Guiness Book of World Records).
Recognized throughout the world for his charitable contributions, Don Francisco has received innumerable
acknowledgments from private and public institutions culminating in being named Ambassador of UNICEF
by the United Nations. TV Guide recently named Don Francisco as one of the most influential Hispanics in
the entertainment industry.
more -
Daplauso.com
1221 Brickell Avenue Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
FOR
IMMEDIATE
RELEASE
Rosen, dubbed an "Internet Icon" by Forbes magazine, is a leader and pioneer in the music and technology
industries, having co-founded and operated GRP Records, Inc. and N2K, Inc. As Chairman and CEO of
N2K, Rosen built one of the Internet's premier e-commerce, community and content companies. He creat-
ed exclusive relationships with AOL, Excite, iVillage, Infoseek, Disney, ABC, MTV, WebTV, StarMedia, and
many more. Rosen led the company to its IPO in the fall of 1997 and architected the plan to merge N2K,
Inc./MusicBlvd.com and CDnow, Inc. in 1999, allying the two top Internet music e-commerce companies to
form the #1 music e-commerce site on the Net. Rosen will serve as Chairman of the Board of Directors of
aplauso.com, Inc.
Rozenblat brings an impressive and well-rounded professional and legal background. He recently directed
the Latin Grammy organization, culminating in the announcement of the first ever broadcast of the Latin
Grammy Awards on CBS Network Television. Prior to this, Rozenblat served five years as Vice President
and General Manager of WEA Latina, a division of giant Warner Music International, where he helped
guide the careers of hit Latin artists such as Luis Miguel, Maná, Café Tacuba, and Olga Tañon. He was also
Director of A&R and marketing for CBS Records International (later Sony Music), where he began a close
musical and business association with Gloria Estefan and Emilio Estefan and their Miami Sound Machine.
He has also managed the career of Grammy-winning trumpeter Arturo Sandoval and is an entertainment
attorney. Rozenblat will serve as COO of aplauso.com, Inc.
aplauso.com, Inc. will have its headquarters in Miami, Florida, with offices in Mexico, Brazil, Spain,
Argentina and Chile. The address is: 1221 Brickell Avenue, Suite 1590. Miami, FL 33131.
For more information, contact:
Renee Edelman
Leo Sarmiento
PR 21
The IAC Group
(212) 352-3430
(305) 856-7474
[email protected]
[email protected]
aplauso.com
1221 Brickell Avenue - Suite 1590
Miami, Florida 33131
Tel: (305)495-7221
MAY-08-2000 18:37
WHITE HOUSE INITIATIVE
202 401 8377 P.01/03
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
PHONE: 202-401-1411
FAX: 202-401-8377
E-MAIL: [email protected]
400 MARYLAND AVE, S.W.
WASHINGTON, DC 20202-3601
FAX COVER SHEET
Number of pages (including cover): 3
To: Shirley Sagawa
Fax Number: 456-6244
From: Sarita Brown
Date: 5/8/00
Subject:
Invite List
MAY-08-2000 18:37
WHITE HOUSE INITIATIVE
202
401
8377
P.02/03
Rudy Beserra
Henry Cisneros
Rafael Fantauzzi
Vice President, Corporate Latin Affairs
President &COO
Manager, U.S. Hispanic National Orgs,
Coca Cola Company
Univision Communications
American Airlines
One Coca Cola Plaza
1999 Avenue of the Stars Suite 3050
700 DFW Business Center, 4rh Floor N
Atlanca, GA 30313
Los Angeles, CA 90067
DFV Airport, Texas 78261
Ana Maria Fernandez Harr
Harriet Fulbright
Edwin Garcia
President
Executive Director, President's Committee
Manager of Diversity Recruiting
The LAC Group
on the Arts & Humanities
Dell Computer
2725 Southwest 3rd Ave.
1100 Pennsylvania Ave, NW
1 Dell Way
Miami, FL 33129
Washington, DC 20506
Round Rock, TX 786828001
Rey Gonzalez
Wilson Goode
Ronald Harrison
Director, Diversity Initiatives
Deputy Assistant Secretary, ОПА
VP, Corporate Affairs
McDonald's Corporation
Department of Education
PepsiCo, Inc.
Kroc Drive
400 Maryland Ave, SW
700 Anderson Hill Road
Oak Brook, IL 60523
Washington, DC 20202
Purchase, NY 10577
Roberta Heine
Willie Hill
Julie Jaoudi
Director of Public Affairs
Director, Fine Arts Center
Director, Interactive Marketing
National Endowment for the Humanities
University of Massachusetts
AOL, Inc.
1100 Pennsylvania Ave, NW
14 Linseed Road
2219 Pacific Blvd.
Washington, DC 20506
West Harfield, MA 01088
Dulles, VA 20166
Derek Johnson
Lee Kessler
Silvio Lim
Vice President of Community Relations
Director of Partnerships
Administrator, Folk & Traditional Arts
Warner Music Group
National Endowment for the Ares
National Endowment for the Arts
75 Rockefeller Plaza
1100 Pennsylvania Ave, NW
1100 Pennsylvania Ave, NW, Rioom 720
New York, NY 10013
Washington, DC 20506
Washington, DC 20506
Diane Medina
Andre Midani
Linda Moran
Director, Diversity Programs
President of Larin America
Vice President of Community Relations
The Walt Disney Company
Warner Music Latin America
Warner Music Group
500 South Buena Vista Street
75 Rockefeller Plaza
75 Rockefeller Plaza
Burbank, CA 915210334
New York, NY 10013
New York, NY 10013
Mario Moreno
Orlando Padilla
Terry Peterson
Assistant Secretary, OIIA
Director, Public Policy Center
Counselor to the Secretary
Department of Education
General Motors
Department of Education
400 Maryland Ave. SW
300 Renaissance Center Mail Code 482- C27-
400 Maryland Ave, SW, Room 7W205
Washington, DC 20202
C81
Washington, DC 20202
Scort Shanklin Peterson
Ingrid Rivera
John Roberts
Senior Deputy Chairman
Director External Relations & Corporate
Deputy Chairman
National Endowment for the Arts
Marketing
National Endowment for the Humanities
1100 Pennsylvania Ave, NW
The Procter & Gamble Commercial
1100 Pennsylvania
Washington, DC 20506
Company
Washington, DC 20506
Hilary B. Rosen
Larry Rosen
Sergio Rozenblar
President & CEO
Aplauso.com
Aplauso.com
Recording Industry Association of America
1330 Connecticut Ave, NW, Suite 300
Washington, DC 20036
Art Ruiz
Shirley Sagawa
Maribel Schumacher
Federal Affairs Director
Office of the First Lady, The White House
Vice President of Marketing
State Farm Insurance Companies
1600 Pennsylvania Ave, NW
Warner Music Latin America
1710 Rhode Island Ave, NW, Suite 700
Washington, DC 20500
75 Rockefeller Plaza 8th Floor
Washington, DC 20036
New York. NY 10013
MAY-08-2000 18:37
WHITE HOUSE INITIATIVE
202 401 8377
P.03/03
McHenry Tishenor
Carole Watson
President & CEO
President's Committee on the Arts and
Hispanic Broadcast Corporation
Humanities
3102 Oaklawn Ave, Suite 215
1100 Pennsylvia Ave, NW
Dallas, TX 75219
Washington, DC 20506
TOTAL P.03
MAY 02 2000 18:46 FR IAC GROUP
305 856 2687 TO 12024018377
P.02/03
"Denry, L. Rosen and
LAST
Perenchio
(SIDENT
Ennow each other
INTEGRATED MARKETING COMMUNICATIONS
2725 SOUTHWEST 3" AVE.
MIAMI, FLORIDA 33129
Ana Maria Fernandez Haar
TEL: (305) 856-7474
FAX: (305) 056-2687
May 2nd. 2000
e-mail: [email protected]
website: www.lseadgroup.com
Mr. Henry G. Cisneros
237 PARK AVE.
President & COO
21ST FLOOR
Univision Communications
NEW YORK, NY 10017
1999 Avenue of the Stars
TEL: (212) 551-1796
Suite 3050
FAX: (212) 697-8466
Los Angeles, CA 90067
Dear Henry,
You might be already aware of Aplauso.com, the music/entertainment company
recently founded by Larry Rosen, Sergio Rozenblat, Julio Iglesias and Mario
Kreutzberger. Just in case, enclosed is additional information for your reference.
Sergio and Larry have highly successful track-records in the music industry,
spanning almost three decades. The latter also serves as a director of the National
Foundation for Advancement in the Arts, and both have long-standing
commitments to community service.
In the process of exploring alternative ways to favorably impact Latino education
with Sarita Brown and the WHI, Larry and Sergio developed an innovative and
ambitious project: the production and distribution of one million music-enhanced
CD's featuring top, young Latino recording artists representative of "hot" musical
genres. The enhanced CD's will include ISP software to bring users to
Aplauso.com to view inspirational education messages by the stars themselves thus
favorably impacting the young people we need to reach.
Aplauso.com will secure the talent through their contacts at the record labels,
obtain copyrights, design and produce the CD itself. The cause-related marketing,
merchandising and communications opportunities are vast, not to mention the real
beneficiaries, Latino youth.
A strong broadcast partner with the ability to leverage corporate relationships and
added values is one of the critical elements of this project's success. Since it was
your initiative and introduction to Sarita Brown that launched this as well as other
efforts, Larry, Sergio and Sarita would like your guidance as to whom to contact at
Univision, should you be interested in participating in this project. Guillermo
Linares loved the concept.
Full Service ADVERTISING PUBLIC RELATIONS MEDIA RELATIONS SOSCIAL EVENTS PROMOTIONS
COMMUNITY OUTREACH MARKETING RESEARCH INTERNET SOLUTIONS
MAY 02 2000 18:46 FR IAC GROUP
305 856 2697 IU 12024018377
P.03/03
LAST
Mr. Henry G. Cisneros
President & COO
INTEGRATED MARKETING COMMUNICATIONS
Univision Communications
Page 2
They will contact your office directly or you may reach them as
follows:
Larry Rosen
- [email protected]
Tel. (305) 672-9810
Sergio Rozenblat - [email protected]
Tel: (305) 495-7221
I will support this effort through IAC, the NAA or AHAA, as participants
deem appropriate.
Gracias amigo,
awa
CC: L. Rosen
S. Rozenblat
S. Brown
** TOTAL PAGE. 03 **
MAY-05-2000 18:47
WHITE HOUSE INITIATIVE
202 401 8377 P.01/04
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
PHONE: 202-401-1411
FAX: 202-401-8377
E-MAIL: [email protected]
400 MARYLAND AVE, S.W.
WASHINGTON, DC 20202-3601
FAX COVER SHEET
Number of pages (including cover): X4
To:
Shirley Sagawa
456-
Fax Number: 6244
From: Sarita Brown
Date: 5/5/00
Subject: CD Project
Shirly- There may he a few folks added
to this list.
Also you should feel free
we're to hoping add to anyone. fax on monday by noon:
mil Saith gracias
MAY-05-2000 18:47
WHITE HOUSE INITIATIVE
202 401 8377
P.02/04
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
Address
Address
Date
DearXX:
The Office of First Lady, Hillary Rodham Clinton, and the President's Advisory Commission on
Educational Excellence for Hispanic Americans, invite you to participate in a special planning session to
be held on Monday, May 15 from 10:00 a.m. to noon at the White House, to discuss a unique approach to
address the challenges facing Latino youth in America today.
THE PROBLEM:
We have recognized that the high school dropout rate for Latino youth is the highest in the Nation.
We also know that there is a keen need for visible role models, sending positive messages about
high academic achievement, educational aspirations and opportunities.
We understand that for young people to excel in the business world of the 21st century we
must help them address the issue of the "digital divide".
THE PROJECT:
The goal of the project is, with the assistance of contemporary Latino artists, to capture the interest of
Latino youth and deliver a stay in school message and practical information to support their academic
success.
The project will have as its centerpiece an enhanced music CD that will contain:
-A compilation of popular current hits and artists
-Software that will link users to private sector partners and selected education internet sites
-Video clips of artists delivering "stay in school" and "going to college" messages
-Packaging and liner notes that offer information about educational resources
The project will use the internet to provide information to Latino young people and engage industry
leaders to help close the digital divide. By harvesting the internet's power and its potential to reach a
youthful audience, the project will capitalize on the ability of contemporary artists' capacity to deliver a
credible message.
Partners in this project are needed to participate in a national dissemination strategy that works with
schools, Latino advocacy and educational organizations, as well as community-based groups and local
media. Partners will sponsor the project by providing resources to produce CDs to be released this fall.
400 Maryland Ave,, SW, FOB-6, Room 5E110, Washington D.C., 20202-3601
MAY-05-2000 18:47
WHITE HOUSE INITIATIVE
202 401 8377
P.03/04
Your contribution of ideas, suggestions and overall participation in this project will be instrumental in
sending a positive message to today's Latino youth.
We hope you will be able to join the public and private sector partners in this project. Enclosed please
find a response form which requests security clearance information. Please return it as soon as possible
via fax to 202-401-8377. In the meantime, should you have any questions, please feel free to call Sarita
Brown at 202-401-3670.
Sincerely yours,
Shirley Sagawa
Sarita E. Brown
Deputy Chief of Staff
Executive Director
Office of the First Lady
White House Initiative on Educational
Excellence for Hispanic Americans
enclosures
400 Maryland Ave., SW, FOB-6, Room 5E110, Washington D.C., 20202-3601
MAY-05-2000 18:47
WHITE HOUSE INITIATIVE
202 401 8377 P.04/04
Rudy Beserra
Rafael Fantauzzi
Harriet Fulbright
Vice President, Corporate Latin Affairs
Manager, U.S. Hispanic National Orgs.
Executive Director, President's Committee
Coca Cola Company
American Airlines
on the Arts & Humanities
One Coca Cola Plaza
700 DFV Business Center, 4th Floor N
1100 Pennsylvania Ave, NW
Atlanta, GA 30313
DFW Airport, Texas 78261
Washington, DC 20506
Edwin Garcia
Wilson Goode
Ronald Harrison
Manager of Diversity Recruiting
Deputy Assistant Secretary, ODA
VP, Corporate Affairs
Dell Computer
Department of Education
PepsiCo, Inc.
1 Dell Way
400 Maryland Ave, SW
700 Anderson Hill Road
Round Rock, TX 786828001
Washington, DC 20202
Purchase, NY 10577
Roberta Heine
Willie Hill
Julie Jaoudi
Director of Public Affairs
Director, Fine Arts Center
Director, Interactive Marketing
National Endowment for the Humaniries
University of Massachusetts
AOL, Inc.
1100 Pennsylvania Ave, NW
14 Linseed Road
2219 Pacific Blvd.
Washington, DC 20506
West Hatfield, MA 01088
Dulles, VA 20166
Derrick Johnson
Lee Kessler
Silvio Lim
Vice President of Community Relations
Director of Partnerships
Administrator, Folk & Traditional Arts
Warner Music International
National Endowment for the Arts
National Endowment for the Arts
7500 Rockefeller Plaza
1100 Pennsylvania Ave, NW
1100 Pennsylvania Ave, NW. Rioom 720
New York, NY 10013
Washington, DC 20506
Washington, DC 20506
Diane Medina
Andre Midani
Linda Moran
Director, Diversity Programs
President of Latin America
Vice President of Community Relations
The Walt Disney Company
Warner Music International
Warner Music International
500 South Buena Vista Street
7500 Rockefeller Plaza
7500 Rockefeller Plaza
Burbank, CA 915210334
New York, NY 10013
New York, NY 10013
Mario Moreno
Terry Peterson
Scort Shanklin Peterson
Assistant Secretary. ОПА
Counselor to the Secretary
Senior Deputy Chairman
Department of Education
Department of Education
National Endowment for the Arts
400 Maryland Ave, SW
400 Maryland Ave, SW, Room 7W205
1100 Pennsylvania Ave, NW
Washington, DC 20202
Washington, DC 20202
Washington, DC 20506
John Roberts
Hilary B. Rosen
Art Ruiz
Deputy Chairman
President & CEO
Federal Affairs Director
National Endowment for the Humanities
Recording Industry Association of America
State Farm Insurance Companies
1100 Pennsylvania
1330 Connecticut Ave, NW, Suite 300
1710 Rhode Island Ave, NW, Suite 700
Washington, DC 20506
Washington, DC 20036
Washington, DC 20036
Shirley Sagawa
Maribel Shumacher
McHenry Tishenor
Office of the First Lady, The White House
Vice President of Marketing
President & CEO
1600 Pennsylvania Ave, NW
Warner Music International
Hispanic Broadcast Corporation
Washington. DC 20500
7500 Rockefeller Plaza
3102 Oaklawn Ave, Suite 215
New York, NY 10013
Dallas, TX 75219
Carole Wasson
President's Committee on the Arts and
Humanities
1100 Pennsylvia Ave, NW
Washington, DC 20506
TOTAL P.04
MAY-05-2000 11:49
WHITE HOUSE INITIATIVE
202 401 8377 P.02/03
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
Address
Address
Date
DearXX:
Hillary Rodham Clinh
The Office of the First Lady, Hilary Rodham Clinton and the President's Advisory Commission on
Educational Excellence for Hispanic Americans invite you to participate in a special planning session to
be held on Monday, May 15 from 10:00 to noon at the White House, where, together with other leaders; to discuss
you will be presented with a unique approach Can to address the challenges facing Latino youth in America
today.
THE PROBLEM:
We have recognized that the high school dropout rate for Latino youth is the highest in the Nation.
We also know that there is a keen need for visible role models, sending positive messages about
high academic achievement, educational aspirations and opportunities.
We understand that for young people to excel in the business world of the 21st century, we
must help them address the issue of the "digital divide".
THE PROJECT:
The goal The project is, with the assistance 1
contemporation
Reaching out through contemporary Latino artists, we intend to capture the interest of Latino youth and
whats,
deliver a stay in school message and practical information to support their academic success,
The project would use the internet to provide information to
Furthermore, we intend to direct atino young people to the Internet and engage industry leaders to help
close the digital divide.
the project will
By harvesting the Internet's power in its potential to reach a youthful audience, we expect to capitalize on
the ability of contemporary artists' capacity to deliver a credible message.
The project will have as its centerprece-
Produce an enhanced music CD that will contain:
-A compilation of popular current hits and artists
-Software that will link users to private sector partners and selected education sites on the literet
-Video clips of artists delivering "stay in school" and "going to college' messages.
-Packaging and liner notes that offer information about educational resources
DOLN Partners in this project are needed to participate in
Develop a national dissemination strategy that works with schools, advocacy, educational organizations
as well as community-based organizations and local media, and
400 Maryland Ave., SW, FOB-6, Room 5E110, Washington D.C., 20202-3601
MAY-05-2000 11:49
WHITE HOUSE INITIATIVE
202 401 8377 P.03/03
sponer by providing resources to produce CDs
Secure corporate spensors to fund the project that will include the production of a minimum 1 million to
be releasedthis Fall. Your contribution of ideas, suggestions and overall participation in this project will
be instrumental in sending a positive message to today's Latino youth. You can "MAKE IT HAPPEN."
the public and private sector pastness in this project.
We hope you will be able to join US. Enclosed please find a response form which requests security
clearance information. Please return it as soon as possible via fax to 202-401-8377.
Sincerely yours,
Shirley Sagawa
Sarita E. Brown
Deputy Chief of Staff
Executive Director
Office of the First Lady
White House Initiative on Educational
Excellence for Hispanic Americans
enclosures
400 Maryland Ave., SW, FOB-6, Room 5E110, Washington D.C., 20202-3601
TOTAL P.03
MAY-05-2000 11:49
WHITE HOUSE INITIATIVE
202 401 8377 P.01/03
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
PHONE: 202-401-3670
FAX: 202-401-8377
E-MAIL: [email protected]
400 MARYLAND AVE, S.W.
WASHINGTON, DC 20202-3601
FAX COVER SHEET
Number of pages (including cover): 3
To: Shirlay Sagawa
Fax Number: ( () 456 - 6244
From:
Sarita E. Brown
Executive Director
Date: 5/5/00
Subject: Imitation letter
for may 15
we Still need the room arrigument.
TELEP I'll enclose in the met draft.
grains
—
White House Initiative on Educatio ing on Hispanic Children and Youth
http://www.ed.gov/offices/OIIA/Hispanic/new/commitments.htm
or
THE THE TRESIDENT
The First Lady's Convening on
Hispanic Children and Youth
Home
FIRST LADY HILLARY RODHAM CLINTON
HOSTS WHITE HOUSE CONVENING ON HISPANIC CHILDREN
Who We Are
AND YOUTH
Calendar of
On August 2, 1999, First Lady Hillary Rodham Clinton hosted a convening at
Activities
the White House to examine the many challenges and opportunities facing
Hispanic young people, particularly in the areas of early childhood
President's
development, educational attainment, and adolescence. Mrs. Clinton
Commitment
spotlighted progress that has been made in these areas, announced new public
and private efforts, and issued a call to action to all sectors of society to meet
President's
challenges that still remain.
Advisory
Commission
Facing the Challenges Before Us. The Hispanic population is among the
Excelencia en
fastest growing segments of American society and it is also one of the youngest
Educación
- with one out of every three Hispanics 15 years old or younger. By the ear
Conference
2000, the number of Hispanics aged 24 or younger is expected to reach 15
Series
million (or 15 percent) of a total youth population of 98 million. This
Administration has worked hard to ensure that all of our young people have
Federal
access to the tools they need to reach their potential, and has developed and
Resources
promoted programs that specifically reached out to Hispanic students.
Hispanic
However, significant challenges still exist - too many Hispanic children are still
Serving
being left behind. While progress has been made, dropout rates are too high,
Institutions
health insurance rates are too low, and poverty rates far exceed the national
average.
Hispanic
Serving School
Fighting for Essential Investment in Education. Raising the educational
Districts
achievement of Hispanic Americans is top priority of this Administration.
Responding to the findings from the President's Advisory Commission on
Research and
Educational Excellence for Hispanic Americans, the Administration proposed
Resources
and won nearly $500 million in funding increases for programs in the Hispanic
First Lady's
Education Agenda in the FY 1999 budget. For the second year in a row, the
Convening
President has proposed increased funds - over $650 million for FY 2000 -
for Department of Education programs that are part of the Administration's
Hispanic Education Agenda, including:
$320 million to strengthen basic educational skills and raise academic
standards;
$35 million to train more bilingual/ESL teachers and improve instruction
to help students learn English and master their basic academic subjects;
$30 million to prepare disadvantaged youth for success in college;
$44 million to improve education programs for migrant youth and adults;
$190 million in new investments to help adults learn English and become
literate.
Increasing Federal Efforts to Address the Needs of Hispanic Children. Mrs.
Clinton unveiled new Administration efforts to address the challenges of
Hispanic children and youth:
1 of 4
5/15/2000 9:39 AM
White House Initiative on Educatio ing on Hispanic Children and Youth
http://www.ed.gov/offices/OIIA/Hispanic/new/commitments.html
Serving Hispanic Children and Families Better Through Head Start
Hispanic enrollment has increased by 70,000 during the Clinton
Administration, with the program now reaching approximately 220,000
Hispanic children. Despite these increases, Hispanic children remain
under-represented, comprising 23.3 percent of Head Start enrollment
(excluding Puerto Rico) compared to 29.8 percent of all low income,
pre-school children in the nation. The Head Start program is furthering its
longstanding commitment to meeting the needs of Hispanics and other
under-served populations through a variety of steps to ensure access and
culturally appropriate services, including:
increasing by 50% the number of points awarded to expansion
grant applicants who emphasize outreach to under-served
populations, such as seasonal farm workers, recent immigrant
families and non-English speaking groups;
boosting the number of grant application reviewers that have
expertise in serving language minority children;
working with and monitoring programs to ensure full utilization of
community assessment to better target outreach, recruitment and
enrollment of under-served populations; and
providing specialized technical assistance ten communities where
changing local demographics have resulted in significant
under-served populations
Implementing the Hispanic Education Action Plan. The Department of
Education is aggressively implementing the Hispanic Education Action
Plan, designed to increase academic performance and participation of
Hispanic students in critical programs. Specifically, the Education
Department is taking a series of new steps to ensure that schools
participating in Title 1-the largest K-12 education program which
enrolls over 3 million Hispanic students-are held accountable for
helping Hispanic students meet challenging standards in academic
subjects and become proficient in English. These steps include vigilant
enforcement of requirements that Hispanic students be included in state
assessment programs and that states intervene to turn around low
performing schools. The Education Department will also issue new
guidance to states and school districts on how to effectively include
Hispanic students and meet applicable civil rights requirements in state
testing programs, as well as guidance and assistance to schools on
effective practices for helping limited English proficient students meet
challenging academic standards.
In addition, the Education Department will expand outreach, provide
technical assistance, and take additional steps to increase participating of
Hispanic students and communities in key programs, such as the 21 st
Century Learning Centers after-school program and the GEAR-UP
program. GEAR-UP enables colleges to form partnerships with high
poverty middle schools to help students better prepare for college by
providing them with mentors, academic support, and financial aid
information.
Building on the Progress of the White House Initiative on Educational
Excellence for Hispanic Americans. The White House Initiative on
2 of 4
5/15/2000 9:39 AM
White House Initiative on Educatio ing on Hispanic Children and Youth
http://www.ed.gov/offices/O1IA/Hispanic/new/commitments.html
Educational Excellence for Hispanic Americans released "What Works
for Latino Youth", a directory of programs throughout the country that
have helped improve the lives of young Hispanics. The White House
Initiative will continue to solicit recommendations and produce an
updated directory by the end of the year. Additionally, the White House
Initiative will organize a national meeting on Latino Educational
Excellence in 2000 to follow-up on the First Lady's convening and
develop new strategies to bolster education from early childhood to
graduate school.
Promoting Science and Technology Training for Hispanic Students. In
order to develop a strong and diverse science and technology workforce,
the Department of Energy (DOE) formed a strategic partnership with the
"Latino Science and Engineering Consortium' that will work to identify,
develop, and nurture the next generation of scientists, engineers,
technicians and educators in math and science by supporting mentoring
programs, technical internships for community college students, research
fellowships for undergraduate and graduate students and professional
development opportunities in science, math and technology for K-12
teachers serving Hispanic children.
Ensuring Diversity of Americorps. Sixteen percent of all Americorps
members are Hispanic. To ensure that the program continues to reflect
accurately the face of America, Americorps is committing to increase its
efforts to recruit Hispanic youth by featuring Latinos in ads, translating
recruitment materials into Spanish and forming partnerships with
Hispanic-serving universities and organizations.
Helping to Prepare Hispanic Youth for College. The Department of
Education also released "Como Ayudar a Su Hijo A Aprender
Matematicas," a Spanish version of "Helping Your Child Learn Math."
This tool for parents is a key part of America Counts, the Department of
Education's mathematics initiative dedicated to making the improvement
of student achievement in mathematics a national priority. This Spanish
guide, which is available free through the Department's toll-free number,
1-800-USA-LEARN, includes sample word problems, math games, and
other activities designed to help children in the elementary grades learn
math, and to help Hispanic parents become actively involved in their
children's learning. In addition, The Department of Education is
expanding its "Think College Early" campaign to target the Hispanic
community by holding a special session in 2000 to help parents and
students learn about necessary steps to prepare for college.
Encouraging Private Sector Investment in Hispanic Children. A number of
private sector organizations, including corporations, foundations, and media
organizations have committed resources to addressing the needs of Hispanic
children and youth.
AT&T: Closing the Technology Gap. Building on its long history of
enhancing educational opportunities for Hispanics, AT&T committed at
the event to work with leading Hispanic-serving organizations over the
next 3 to 6 months to build on existing efforts and introduce new
programs to fill the technology gap for Latino youth throughout the
nation. Some activities will include the development of
neighborhood-based technology centers, programs targeted at early
awareness and parental involvement to increase Latino representation in
the technology field, and support of programs that inform teachers
3 of 4
5/15/2000 9:39 AM
White House Initiative on Educatio ing on Hispanic Children and Youth
http://www.ed.gov/offices/OIIA/Hispanic/new/commitments.html
serving Latino students in urban and rural locations on how to use
technology in the classroom.
Supporting Hispanic Access to After-School Programs. The Charles
Stewart Mott Foundation, as part of its ongoing partnership with the
Department of Education, also made a commitment of more than
$300,000 to improve Latino participation in after-school programs. This
new effort builds on the Foundation's $83 million commitment in 1997 to
support after-school activities in coordination with the 21st Century
Community Learning Centers program.
Media Organizations. The First Lady's event - coupled with the efforts
of the National Campaign to Prevent Teen Pregnancy - has stimulated
commitments from an impressive array of media leaders concerned about
Hispanic youth, their families and their communities. These leaders
understand that the media can be a powerful force for raising awareness
and showcasing solutions. They have committed to a variety of activities
including PSAs, radio programs, talk shows, newspaper supplements and
magazine features - all directed to improving the lives of Hispanic youth.
The leaders spearheading these activities are: Cristina Saralegui, CEO,
Cristina Saralegui Enterprises and Host, The Cristina Show"; Lisa
Quiroz, Publisher, People in Espanol; Monica Lozano, Associate
Publisher, La Opinion; Joaquin Blaya, Chairman and CEO, Radio Unica;
Patricia Fili-Krushel, President ABC Television Network; Daisy
Exposito, President, The Bravo Group; Consuelo Luz, President,
Hispanic Radio Network; James McNamara, President and CEO,
Telemundo Network.
Univision Community Affairs Campaign Aimed at Hispanic Youth.
Univision, the network and its affiliated stations, is committing to a
multi-year campaign to support high academic achievement in the
Hispanic community, from pre-school through college. Univision plans
to kick-off this campaign in August in conjunction with various
back-to-school events. The campaign will include: a national public
service announcement (PSA) campaign with Univision national on-air
talent; local affiliate PSAs and events with Univision local affiliate on-air
talent; integration of education information into entertainment and news
programming; and a series of national conferences and panels at
established conferences.
-###-
Return to First Lady's Convening
4 of 4
5/15/2000 9:39 AM
Excelencia
The White House
Initiative on Educational
Excellence for Hispanic
Americans
January-May 2000
New Commission Chair
White House Conference Center, to
collection and analysis for the FY99/00
Guillermo Linares was appointed the
focus on model federal agency
Annual Performance Report on imple-
new chair of the President's Advisory
programs that are working to fulfill
menting Executive Order 12900.
Commission in January 2000. Mr.
Executive Order 12900. Federal
Linares replaces Ana "Cha" Guzman
New Publications
agencies featured at the meeting were:
who now serves as a senior advisor in
The White House Initiative staff has
the Department of Education.
developed one page fact sheets that
HHS, Kevin Thurm, Deputy Secretary
provide data on the conditions of Latinos
Mr. Linares has been a member of the
ED, Mario Moreno, Assistant Secretary
in the educational pipeline from early
Commission since its inception in 1994.
USDA, Miley Gonzalez,
childhood through graduate and profes-
He co-chairs the Commission's
UnderSecretary
sional education. To obtain free facts
Committee on Children, Families, and
DOE, Peter Faletra and Cindy Musick,
Communities. Mr. Linares is a member of
sheets, please call the White House
Program Analysts
the New York City Council and the first
Initiative at (202) 401-1411 or access
Dominican American elected to office in
them on our website at www.ed.gov/
the United States.
Each official highlighted the strategies
offices/OllA/Hispanic.
their agency developed to help them
provide effective education and employ-
Spring Policy Seminar Series
President's Advisory Commission
On April 27, The White House Initiative
ment services to the Latino community.
The President's Advisory Commission
held the first of three policy seminars that
met on March 9-10, in Washington, DC at
The agencies and the programs featured
will take place this Spring. The seminar
the U.S. Department of Labor. During the
at the meeting are representative of a
entitled K-16 Strategies for a Biliterate
meeting, the Commission focused on the
growing effort within federal agencies to
Workforce focused on examples at the K-
impact of educational assessment
better serve America's diverse
12 and post-secondary level of
practices, Latinos in higher education,
constituents while fulfilling the mission of
educational strategies to produce
federal agency support to increase the
their agencies.
biliterate employees.
educational attainment of Latinos,
national strategy sessions on educa-
For more information about federal
The second policy seminar, Beyond
tional excellence for Latinos, and the
agency efforts to assist the Latino
Affirmative Action: Latinos in Graduate
Commission's final report.
community, please call Richard Toscano,
Education will be held on Thursday, May
Special Assistant for Interagency Affairs,
11, from Noon - 1:30p.m. in the Barnard
at (202) 401-2147.
Auditorium of the U.S. Department of
Latinos in Higher Education
Education, 400 Maryland Ave, SW
The Higher Education Committee of the
Inter-Departmental Council on
Washington, DC.
President's Advisory Commission held a
Hispanic Educational Improvement
media briefing on Latinos in Higher
(IDC)
The seminar will examine current Latino
Education, March 9, from 10:00am-
The IDC met on February 15, in the
enrollment trends in graduate education.
12:00pm at the National Press Club.
Truman Room of the White House
Panelists will discuss efforts to ensure
Commissioner Juliet Garcia, President,
Conference Center. Raul Yzaguirre,
diversity at the graduate level and within
University of Texas at Brownsville, and
President of the National Council of La
the faculty ranks particularly now after the
Commission Chair, Guillermo Linares,
Raza and former chair of the President's
Hopwood Decision and Proposition 209.
New York City Councilman, focused on
Advisory Commission, addressed the
the strengths and needs of Latinos in
IDC on the role the federal government
Please join us and mark your calendar to
higher education and addressed topics
must play in meeting the needs of the
attend the final seminar:
such as academic preparation,
Latino community. Mr. Yzaguirre
June 16: Starting Smart: Latinos in Early
enrollment growth, and financial aid. A
commented on the educational crisis
Childhood Education
policy briefing summarizing their
that currently exists in the Latino
recommendations will be published this
community and stressed the importance
For further information about the semi-
summer. For more information, please
of holding the federal government
nars, please call (202) 401-1411.
call Deborah Santiago, at (202) 401-
accountable for efforts, or lack thereof, in
7479.
meeting the educational needs of this
The White House Initiative
growing constituency.
400 Maryland Ave., SW, Room 5E110
Showcase of Federal Programs on
Washington, DC 20202-3601
Executive Order 12900
Phone: 202/401-1411
The meeting agenda also included an
Federal agency officials gathered on
Fax: 202/401-8377
update by Sarita E. Brown and Barbara
February 8, in the Truman Room of the
Website: www.ed.gov/offices/OlIA/Hispanic
Chow, IDC Co-Chairs, on the data
E-mail: [email protected]
DEPARTMENT
THE
LATINOS IN EARLY CHILDHOOD EDUCATION
R
STATES
Early childhood education, or preschool, encompasses education programs for children up to 5 years of
age, and may provide related services to meet children's psychological and health needs. Preschool pre-
pares children for a solid education by teaching learning and socialization skills. Given the importance
of these efforts and services, both the federal government and the states make significant investments in
early childhood programs, totaling about $10 billion annually.
Population
The Hispanic population in the United States is very young. Today, 10% of Hispanics are under age 5 and
make up over 15% of their age group in the U.S. population. By the year 2030, they will make up 25% of
the total school-age population. The projected increase in the number of Hispanic children in preschool
brings with it critical strengths and challenges to the nation's educational system. [Bureau of the Census, CPS Report,
No. P25-1130. 1996]
Enrollment
Hispanic children under age 5 are less likely to be enrolled in early childhood education programs. In
1998, only 20% of Hispanic 3-year-olds were enrolled in early childhood programs, compared to 42% of
whites and 44% of blacks. Of 4-year-olds, less than 60% of Hispanics were enrolled in early childhood
programs, compared to 67% of whites and 73% of blacks. [Bureau of the Census, CPS Report. No. P20-521, Table-2]
In 1998, differences in the enrollment of 5-year-olds largely disappeared between Hispanics (90%),
whites (94%) and blacks (95%). However, while the enrollment gap closes at kindergarten, Latino chil-
dren still remain less prepared for school because of lower enrollment rates at the younger ages. [Bureau of the
Census, CPS Report. No. P20-521, Table-2]
In 1998, the early childhood education enrollment rate for Hispanics was similar in both urban (48%) and
suburban (42%) locations. By comparison, the enrollment rate for blacks was higher in urban areas
(55%) than in suburban areas (32%), while the rate for whites was much higher in suburban areas (62%)
than in urban areas (19%). [Bureau of the Census, CPS Report, No. P20-521, Table-5]
As parents' educational attainment increases, so does the early childhood enrollment rate of their children.
However, in 1997, fewer Hispanics age 25 and older had completed high school than their black and
white counterparts-55% of Hispanics, 75% of blacks, and 86% of whites had completed high school.
[NCES, Digest of Education Statistics, 1998, Table 8]
Income and Enrollment
In 1998, the median family income for Hispanics was about $28,000 while the overall median income
was $39,000. Research shows that families with higher incomes are more likely to enroll their 3- and 4-
year-olds in early childhood education than those with lower incomes. [NCES, The Condition of Education, 1999, Indicator
44] [Bureau of the Census, CPS Report. No P60-206, 1998]
While Latinos children are over-represented in families living in poverty, they are under-represented in
Head Start programs designed to remedy the effect of poverty on educational achievement. In 1998 the
child poverty rate for children under 6 years of age was 36% for Hispanics, 40% for blacks, and 15% for
whites. In Fiscal Year 1998, Head Start served 822,316 children. Of these, 36% were black; 32% white;
26% Hispanic; and 3% American Indian and Asian. [1999 Head Start Fact Sheet, Administration for Children. Youth and Families]
School Readiness
Hispanics are more likely to tell their child a story than read to them. Three to 5-year-olds may start
school better prepared to learn if they are read to or told a story once a week. In 1996, of 3- to 5-year
olds, 80% of Hispanics were told a story--consistent with blacks (77%) and whites (84%). Hispanic chil-
dren were less likely to be read to--65% of Hispanics were read to in the last week, compared to about
75% of blacks and nearly 90% of whites. [NCES, The Condition of Education, 1999. Indicator 34]
Approximately 70% of teachers said they felt only moderately, somewhat, or not at all prepared to
address the needs of students with limited english proficiency or from diverse cultural backgrounds. This
lack of preparation has profound implications for the large population of Hispanic students in early child-
hood today. [NCES, The Condition of Education. 1999. Indicator 23]
White House Initiative on Educational Excellence for Hispanic Americans
January, 2000
(http://www.ed.gov/offices/OIIA/Hispanic)
THE
LATINOS IN ELEMENTARY EDUCATION (K-8)
STATES
The elementary school years are a period of significant development for the child in all areas
of learning, providing the foundation for a successful high school experience. Elementary edu-
cation generally includes kindergarten through grade eight, referred to in various grade
groupings as primary, elementary, and middle school.
Enrollment
Today, Hispanics comprise 15% of the elementary school-age population (5-13). By the year 2025,
Latinos in this age group will make up nearly 25% of the total school-age population. [Bureau of the Census, CPS
Report. No. P25-1130. 19961
Between 1978 and 1998, the enrollment of Hispanics in public elementary schools increased 157%
compared to 20% for black students and 10% for white students. Bureau of the Census. CPS Report, Table A-1, 1999]
Urbanicity and Poverty
Latino students now experience more isolation from whites and more concentration in high-poverty
schools than any other group of students. In 1998. close to 50% of Hispanics in public education
attended urban schools. In comparison, just over 50% of blacks and only 18% of whites in public
schools were enrolled in urban schools. Further, the nation's 10 largest central city school districts
enrolled close to 25% of Latino students, 18% of black students and only 2% of white students. [Bureau of
the Census. CPS Report. P20-521. 1998] [Resegregation in American Schools. The Civil Rights Project, Harvard University, 1999]
In 1996, about one out of every four students who lived in a central city and who attended public
schools was Hispanic, up from about one out of every 10 students in 1972. [NCES. The Condition of Education, 1999.
Indicator 46]
Latino students, on average, attend schools with more than twice as many poor classmates as in those
attended by white students (46% vs. 19%). In addition, just over one-third of Hispanics (34%) and
blacks (37%) under age 14 lived in poverty, compared to 14% of whites. [Bureau of the Census. CPS Report, P60-206.
1998] [Resegregation in American Schools. The Civil Rights Project. Harvard University, 1999]
Educational Achievement
Overall, Hispanic students consistently perform below the national average in the National Assessment
of Educational Progress (NAEP). Disparities begin as early as kindergarten and remain through age 17.
By age nine, Hispanic students lag behind their non-Hispanic peers in reading, mathematics and science
proficiency. [NCES. The Condition of Education, 1999. Indicator 1.2.4 6]
While not all Hispanic students are limited english proficient (LEP), Hispanics constitute about 75% of
all students enrolled in LEP programs, including bilingual education and English as a Second Language
(ESL) programs. Elementary and Secondary School Civil Rights Compliance Report, 1988-1994]
Computers have become an essential tool in our society and early exposure to computers can help pre-
pare students for future success in the workplace. However, Hispanic students are less likely than their
white peers to use a computer at school or at home. In 1997, 68% of Hispanic children used a comput-
er at school, compared to 70% of blacks and 84% of whites. Further, only 18% of Hispanic students
used a computer at home, compared to 19% of black students and 52% of white students. [NCES. The
Condition of Education, 1999. Indicator 18]
Teachers
The number of Hispanic teachers lags far behind the number of Hispanic students. While Hispanic stu-
dents comprise about 15% of public school students, only about 4% of public school teachers are
Hispanic. [NCES. Digest of Education Statistics. 1998. Table 68]
White House Initiative on Educational Excellence for Hispanic Americans
January, 2000
(http://www.ed.gov/offices/OIIA/Hispanic)
DEPARTMENT
UNITED
RC
STATES
LATINOS IN SECONDARY EDUCATION (9-12)
Secondary education is a critical means of achieving upward mobility and helps individuals negoti-
ate the path to achievement and economic success. Secondary education, or high school, generally
includes grades nine through twelve.
Enrollment
Hispanic students in secondary education represent 13% of the current school population in grades 9-
12. By the year 2030, Latinos in grades 9-12 will make up 23% of the school population for these
grades. [Bureau of the Census. CPS Report. No. P25-1130. 1996]
Among 15-17 year olds, 34% of Hispanic students were enrolled below grade level. Enrollment below
grade level is a significant variable because it is the highest predictor of school dropout rates. [Bureau of
the Census. CPS Report. Number P20-513. Table A-2. 1998]
Educational Achievement
The dropout rate for Hispanics is much higher than for other ethnic groups. In 1998, 30% of all Latino
16- through 24-year-olds were dropouts (1.5 million), more than double the dropout rate for blacks
(14%) and more than three times the rate for whites (8%). INCES. Dropout Rates in the United States 1998)
High Hispanic dropout rates are partly attributable to relatively greater dropout rates among Hispanic
immigrants. The dropout rate for Hispanic 16- to 24-year-olds born outside the United States (44%)
was double the rate for Hispanics born in the U.S. (21%). INCES, Dropout Rates in the United States: 1998]
In 1996, the average National Assessment Educational Progress (NAEP) scores of Hispanic students
age 17 were well below that of their white peers in math, reading and science. INCES. The Condition of Education
1998. Indicator 161
Hispanic students have earned more credits in computer science, foreign languages, and English than
other groups. Despite increases in upper-level course selection among Hispanic high school students,
Hispanic students still earn fewer credits than other groups in history, science, and mathematics. [NCES.
The Educ ational Progress of Hispanic Students. The Condition of Education. 19951
Educational Attainment
The low high school completion rate for Latinos has not changed substantially in several years. High
school completion rates for white and black students in 1998 were 90% and 81%, respectively.
However, the high school completion rate for Hispanics is only 63%. [NCES. Dropout Rates in the United States: 1998]
While Latino parents are increasing their educational attainment rates, these rates are still below those
of other ethnic groups. Higher levels of parental educational attainment are generally associated with
positive educational outcomes and experiences, such as high school completion, for their children. The
percentage of Hispanic parents earning a high school diploma has improved, from 23% in 1972 to 45%
in 1997. By comparison, in 1997. over 90% of white parents had earned a high school diploma. [NCES,
The Condition of Education 1998. Supplemental Table 44-4|
College Preparation
Hispanic students are more often than not tracked into general courses that satisfy only the basic
requirements and not those that provide access to four-year colleges or to rigorous technical schools.
More Hispanic students (50%) are enrolled in general programs of study than either whites (39%) or
blacks (40%). Only 35% of Latino students are enrolled in college preparatory or academic programs,
compared to 50% of whites and 43% of blacks. INCES, Trends Among High School Seniors. NELS:88. 1972-1992. 1995]
In 1997, Hispanics were at least three times as likely to take a foreign language Advanced Placement
(AP) examination as whites. Hispanic students were also five times as likely as whites to be eligible
for college credit from these tests (with a grade 3 or higher). White students were more likely than
blacks or Hispanics to take AP examinations in all other subject areas. INCES. The Condition of Education. 1999.
Indicator 14]
The percentage of Hispanic seniors who planned to continue their education at a four-year college dou-
bled from 24% in 1972, to 50% in 1992. The percentage who planned to attend a two-year program
increased from 12% to 20%. INCES. Trends Among High School Seniors. NELS-88, Second Follow-up. 19921
White House Initiative on Educational Excellence for Hispanic Americans
January. 2000
(http://www.ed.gov/offices/OIIA/Hispanic)
UNITED
III.
LATINOS IN UNDERGRADUATE EDUCATION
WE
STATES
Undergraduate education is considered today to be an important path to ensure a better future in our
economy. Undergraduate education is study beyond secondary school at an institution offering pro-
grams terminating in an associate's or bachelor's degree.
Population
Hispanics currently represent 14.5% (3.6 million) of the total traditional college-age population (18-24
years). By the year 2025, Hispanics will comprise 22% of the total traditional college-age population.
[Bureau of the Census, CPS Report. No. P20-516. 19971
Enrollment
The representation of Hispanics in higher education continues to grow. In 1996, Hispanic students repre-
sented almost 10% of the total student enrollment in higher education. INCES. Digest of Education Statistics, 1998, Table
2071
Between 1976 and 1996, the number of Hispanics enrolled in undergraduate education increased 202%,
compared with only 13% for whites and 44% for blacks. In one year alone (1995-96), Hispanic enroll-
ment increased 5%. the largest one year increase of any ethnic group. INCES. Digest of Education Statistics. 1998. Table
207]
Hispanic students enroll in college immediately upon graduation from high school at a rate similar to that
of other groups--66%, compared to 68% for whites and about 60% for blacks. However, Hispanic 18-to
24-year old high school completers enroll in college at lower rates (36%) than whites (46%) and
blacks (40%). [NCES. The Condition of Education. 1999. Indicator 53 and 54|
The majority of Hispanic undergraduates are enrolled in two-year institutions (53%). In comparison, the
majority of white and black undergraduates are enrolled in four-year institutions (56% and 51%, respec-
tively). INCES. IPEDS. 1997 Fall Enrollment]
Latino enrollment in undergraduate education is concentrated in a small number of institutions. About
40% of Hispanic undergraduate students are enrolled in fewer than 200 institutions of higher education
known as Hispanic-Serving Institutions (HSIs). HSIs are accredited degree-granting public or private
nonprofit institutions of higher education with at least 25 percent total undergraduate Hispanic full-time
equivalent student enrollment. INCES, IPEDS. 1997 Fall Enrollment] |Higher Education Amendments of 1965. as amended, 1998]
Latino undergraduate students are concentrated in several key states. Just over 50% of all Hispanics
enrolled in higher education are in two states: California and Texas. Almost 75% of Latinos enrolled in
higher education are in five states: California, Texas, New York, Florida, and Illinois. [NCES. IPEDS. 1997 Fall
Enrollment]
A higher percentage of Hispanic students (45%) are enrolled part-time than either white or black students
(39% and 40%. respectively). Hispanics (35%) are also more likely than white or black students (25%
and 32%, respectively) to take more than six years to receive a bachelor's degree. [NCES. IPEDS. 1997 Fall
Enrollment] [NCES. The Condition of Education, 1996. Supplemental Table II-I]
Financial Aid
Hispanic students tend to borrow less to pay for their education. As first-year students, close to 50% of
Hispanics received grants while less than 30% received loans to pay for their education. In comparison,
close to 60% of blacks received grants and 42% received loans, and 46% of whites received grants and
31% received loans. INCES. Descriptive Summary of 1989-90 Beginning Postsecondary Students, 5 Years Later. Table 15.1. May 1996]
Educational Attainment
Hispanics have increased their undergraduate degree attainment. In 1996, Hispanic students earned 7%
of all associate's and 5% of all bachelor's degrees. In total, Hispanics doubled their undergraduate
degree attainment from 1976. INCES. Digest of Education Statistics. 1998. Table 262]
The top three disciplines for bachelor's degrees awarded to Hispanic students in 1996 were business,
social sciences and education. The top three disciplines for associate's degrees awarded to Hispanics
were liberal arts, business, and the health professions. INCES. Digest of Education Statistics. 1998. Table 265]
White House Initiative on Educational Excellence for Hispanic Americans
January. 2000
(http://www.ed.gov/offices/OIIA/Hispanic)
DEPARTMENT UNITED
THE
WE
LATINOS IN GRADUATE EDUCATION
SEAL
STATES:
Graduate education provides the opportunity to rise to the professional level of a discipline and to
become an expert in a field of study. A graduate education program generally requires study beyond
the bachelor's degree, resulting in a master's, first-professional or doctoral degree.
Enrollment
While Hispanics have increased their enrollment in graduate education, they are still less represented than
other groups. In 1996, Hispanics represented 4% of graduate students, while whites represented 73%, and
blacks represented 6%. In 1976, Hispanics represented only 2% of graduate students. INCES. Digest of Education
Statistics 1998. Table 207]
In the past 20 years, Hispanic women have surpassed Hispanic men in graduate enrollment. In 1976,
45% of Hispanics enrolled were women compared to 55% of men. In 1996, 60% of Latinos enrolled in
graduate education were women compared to 40% of men. INCES. Digest of Education Statistics. 1998. Table 207]
Although their enrollment rates are small, Hispanics in graduate education are more likely to enroll full-
time than either white or black students. Of Hispanics in graduate education, 42% are enrolled full-time,
compared with 37% of whites and 39% of blacks. [NCES. Digest of Education Statistics. 1998. Table 208]
In 1995-96, 7% of Hispanics in graduate education were enrolled in a first-professional program (medi-
cine, law, etc.) compared with 76% of whites and 6% of blacks. Although the percentage of whites in law
programs is higher (75%) than for any other race-ethnic group, Hispanics enroll at a higher rate (11%) in
law programs than any other minority group. INCES. Graduate and First-Professional Students. National Postsecondary Education
Student Aid Study. 1996]
Financial Aid
Hispanics studying for master's degrees receive less grant aid and work more than either white or black
students. In 1995-96, only about 20% of Hispanic students received grants, compared to over 30% of both
white and black students. In tandem, 20% of Hispanics received assistantships, compared to 10% for
blacks and 9% for whites. Among full-time master's students, Hispanics received even less aid. Only
65% of Hispanic students received any aid, compared to 76% of whites and 90% of blacks. [NCES, Student
Financing of Graduate and First-Professional Education, 1995-96, May, 1998 Table 2.3a]
Hispanic full-time master's and first-professional degree students receive less aid than any other ethnic
group. The average aid for Hispanic master's degree students is only $8,729, compared to $13,875 for
blacks and $12,566 for whites. For first-professional degree students, the average aid for Hispanics is
only $16,766, compared to $21,440 for blacks, $18,182 for whites, and $18,416 for Asian/Pacific
Islanders. INCES, Student Financing of Graduate and First-Professional Education, 1995-96. May. 1998 Table 2.4]
Of first-professional degree students, a higher percentage of Hispanics borrow or work than either blacks
or whites. In 1995-96, 73% of Hispanics had loans and 6% participated in work-study, compared to 70%
of whites had loans and 5% were in work-study and 71% of blacks had loans and 4% were in work-study.
[NCES, Student Financing of Graduate and First-Professional Education. 1995-96, May. 1998. Table 2.3a]
Educational Attainment
In 1996, Latinos earned about 4% of all master's degrees. The four disciplines in which the most mas-
ter's degrees were earned by Hispanics were education, business, public administration and the health
professions. [NCES, Digest of Education Statistics. 1998. Table 268]
Latinos earned 2% of all doctoral degrees in 1996. The four disciplines in which the most doctoral
degrees were earned by Hispanics were education, psychology, biological/life sciences and social sci-
ences/history. [NCES, Digest of Education Statistics, 1998. Table 268]
Faculty
In 1992, Latinos represented less than 3 percent of full-time instructional faculty and staff in higher edu-
cation. [NCES, Instructional Faculty and Staff in Higher Education Institution, Fall 1987 and Fall 1992, 1997)
White House Initiative on Educational Excellence for Hispanic Americans
January, 2000
(http://www.ed.gov/offices/OIIA/Hispanic)
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
It is essential to understand that each step in the education system is a building block Research shows that children
succeed when schools recognize and support parents as the child's primary teacher; when parents are welcomed and
involved in all aspects of school life These conditions routinely exist in middle-class, white schools Such routine
conditions often do not exist in low-income and Latino schools.
Our Nation on the Fault Line: Hispanic American Education
President's Advisory Commission on Educational Excellence for Hispanic Americans
The Creation of Excelencia en Educación
Excelencia en Educación: The Role of Parents in the Education of Their Children, is a series of
conferences sponsored by the White House Initiative on Educational Excellence for Hispanic Americans.
The decision to focus on the role of parents was based on the conviction that the heart of the Latino
community is the family. Latino parents know that a quality education provides their children with the
skills to achieve the best this country has to offer. America needs the talents of all its citizens to face the
challenges of the 21st century. As the fastest growing community in the country, Latinos still have lower
educational attainment rates than other groups--a cause for great national concern.
First, a little more background: The White House Initiative supports a Commission appointed by
President Clinton in 1994 comprised of national educational leaders from all segments of the educational
pipeline. In 1996, the Commission submitted to the President their report, Our Nation on the Fault
Line: Hispanic American Education. This comprehensive report lays out issues in Latino educational
attainment from pre-K through graduate and professional education. Equally important, the report
includes an action plan for federal, state and local levels.
The Administration used the report as they developed their Hispanic Education Action Plan announced by
Vice-President Gore in February 1998. The President's plan provided over $520 million in new
educational investments for programs that can make a difference in the quality of education for hundreds
of thousands of bright, capable, Latino students. Responding to the Administration's achievement, the
White House Initiative and the President's Advisory Commission on Educational Excellence for Hispanic
Americans developed a strategy to more directly engage the Latino community in the pursuit of a quality
education. The stage was set for the Excelencia conference series.
In developing a workplan for 1998-2000, Commissioners Gloria Rodriguez and Guillermo Linares
encouraged a focus on nuestros padres, our parents--a strength within the Latino community. Excelencia
en Educación is the resulting series of conferences and facilitates interactions among the federal
government, Latino advocacy organizations, parents, teachers and other educational stakeholders. The
strategy for the conference series was to have Commissioners from each of the five cities selected to
anchor the conference.
The academic emphasis of the conference series is mathematics, reading and college readiness. The focus
is on powerful strategies for parents to more fully engage in supporting their children's education. The
conferences cover how schools, teachers, civic leaders, community-based organizations, business and
federal agencies can reach out to parents and more fully engage them in their children's education. By
sharing "promising practices" and educational information, conference participants should have even
better ideas for brightening the future of young Hispanics and prepared to serve as catalysts for enhancing
parental involvement throughout the nation.
The first Excelencia en Educación was launched in October 1998 with AVANCE in San Antonio, Texas.
AVANCE's founder and CEO is Commissioner Gloria Rodriguez. For the inaugural conference, the
White House Initiative brought together five federal agencies--Education, Health and Human Services,
Labor, Interior, and the Small Business Administration-as well as over four hundred parents, educators,
Latino advocacy organizations and leaders from the private sector. At each conference, members of the
Clinton/Gore Administration and members of the Congressional Hispanic Caucus have spoken. Small
Business Administrator Aida Alvarez and Representative Ruben Hinojosa and Representative Ciro
Rodriguez participated. Univision, the largest Spanish-speaking television network, also plays a
significant role in the conference series. In San Antonio, Univision president Henry Cisneros announced
their plan to develop a multi-year education campaign. Our corporate allies, Univision, State Farm, and
AT&T were also in attendance and described their commitment to addressing the strengths and needs of
the Latino community and pledged to be with us for the entire national conference series.
In Los Angeles, in March 1999, the White House Initiative restaged the Excelencia en Educación
conference in collaboration with the following five organizations: the Mexican American Legal Defense
and Educational Fund (MALDEF), the Annenberg project in Los Angeles (LAAMP), University of
California at Los Angeles (UCLA), Los Angeles Unified School District (LAUSD), and PUENTE
Learning Center. Over 800 participants, primarily parents of students enrolled in schools in East Los
Angeles, heard from speakers including California Governor Gray Davis, Univision President Henry
Cisneros, current chair of the Congressional Hispanic Caucus (CHC) Lucille Roybal-Allard, and the
former chair of the CHC Xavier Becerra. Commissioner Ruben Zacarias, Superintendent of Los Angeles
Unified School District, and Commissioner Sonia Hernandez, Deputy Superintendent for the California
Department of Education, facilitated the conference.
On June 4-5, 1999, the conference was restaged in New York City at CUNY-City College with
Commissioner Guillermo Linares, New York City Councilman facilitating the conference. Partnering
with the White House Initiative were the Hispanic Federation, Community Association of Progressive
Dominicans (ACDP), United Way of New York City, New York Board of Education, CUNY-City
College, and ASPIRA of New Jersey. Secretary of Education Richard Riley opened the conference and
Congress member Robert Menendez sent a message on behalf of the Congressional Hispanic Caucus.
Janet Murgia, Associate Director for Legislative Affairs spoke to the participants about the
Administration's activities and commitment and both Vice President Gore and First Lady Hillary Clinton
provided messages on behalf of the Administration. Univision continued its support for the conference
by having two of its personalities, Rafael Pineda of their local station, and Giselle Blondet of Despierta
America, participate in the program.
On November 5-6, 1999, the conference was restaged in Chicago, Illinois with the leadership of
Commissioner Miriam Cruz. Partnering in the Chicago event were the Chicago Public School system and
Mayor Daley's office. Activities began on November 5 at the University of Illinois-Chicago with Gery
Chico, President of the Chicago School Board opening the conference. On November 6 the conference
moved to Saucedo Scholastic Academy. Conference highlights included a call from Vice President Gore
describing the Administration's efforts to increase educational opportunities for all Americans; Mickey
Ibarra, White House Director of Intergovernmental Affairs and Assistant to the President, addressing,
"Keeping the American Dream Alive", and Congressman Luis Gutierrez, Congressional Hispanic Caucus
member from the 4th District in Illinois, sharing his commitment that all children deserve the best this
country has to offer. Rafael Romo, a local Univision news reporter, closed the conference by moderating
the final panel session.
The final conference in the series was held at Miami High School in Miami, Florida on December 4,
1999. Partnering in the Miami event were Miami-Dade Community College/InterAmerican Campus,
Miami-Dade County Public Schools, Broward County Schools, Abriendo Puertas, ASPIRA of Florida,
and the Cuban American National Council. Conference highlights included an address entitled Making
Excelencia Para Todos a Reality, by Ray Martinez, Deputy Assistant to the President for
Intergovernmental Affairs and a video message from First Lady Hillary Rodham Clinton sharing her
perspectives on educational excellence. There was also active involvement from local educational leaders
and Univision personalities. Alina Mayo Azze, Guillermo Benites, and Giselle Blondet, all supported the
conference by moderating sessions and summarizing Univision's national and local commitment to
education through their community efforts. Commissioner Eduardo Padron, President of Miami-Dade
Community College, and Commissioner Diana Wasserman, member of the Broward County School
Board, served as facilitators on behalf of the President's Advisory Commission. Miami also included a
pre-conference workshop where federal agency representatives met with educational leaders and
community-based organizations to discuss ways to share information on federal programs and services
that can assist Latino students and parents. This special pre-conference workshop generated new ideas
and strategies that can facilitate partnership building between federal agencies and local communities.
These conferences are part of the larger national effort to support Latino parents as they pursue excelencia
en educación for their children. For more information, please call the White House Initiative at 202-401-
1411.
THE OF THE UNITED
White House Initiative on
Educational Excellence
10
STATES
for Hispanic Americans
Visit our website
and find out
more about:
Hispanic Americans are the nation's fastest growing
population. Today's Latino youth represents one
Who We Are
quarter of the future workforce of America. Yet Latino
students lag behind other Americans in academic
Calendar of
achievement. The federal government has a pow-
Events
erful role to play in closing this performance gap
Excelencia en
and ensuring that quality education for Hispanic
Educación
Americans is part of the national agenda.
Conference
Series
The White House Initiative on Educational Excellence
Federal
Resources
for Hispanic Americans is helping the nation both to
make policy changes and to take dynamic action for
Hispanic-
change. This website can help you learn about what
Serving
is happening and how you can get involved.
Institutions
Hispanic-
"
Serving
We need to hold our leaders at
School Districts
all levels-federal, state, and local-
accountable for the results they
President's
achieve, or fail to achieve, in student
Advisory
learning."
Commission
Sarita E. Brown, Executive Director
President's
White House Initiative on Educational
Commitment
Excellence for Hispanic Americans
Research and
Resources
400 Maryland Avenue,
S.W. Room 5E110
White House Initiative URL:
Washington, D.C.
http://www.ed.gov/offices/OIIA/Hispanic
(202) 401-1411
OF
UNITED STATES
DEPARTMENT OF EDUCATION
NEWS
8
For Release:
Contact: Melinda Ulloa
Wednesday, March 15, 2000
202-205-8811
Remarks as prepared for delivery
by U.S. Secretary of Education Richard W. Riley
Excelencia Para Todos-Excellence for All
The State of Education for Hispanic Americans
and the Challenges of a New Century
Bell Multicultural High School
Washington, D.C.
Good morning. Thank you, Mariella Arias. Secretary Caldera, I want to thank you for those
kind words and for putting forward such an innovative programs as GED Plus and College
First. Anything we can do to bring motivated young men and women back into the world of
learning is positive.
I especially want to thank Principal Maria Tukeva for hosting us here at Bell
Multicultural High School-a dynamic center of learning and creativity in the heart of
the nation's capital. In living up to its motto -"Excellence Through Diversity"-this
school serves as a model for communities across the nation.
I also want to acknowledge Chairman Guillermo Linares and Miriam Cruz of the
President's Advisory Commission on Educational Excellence for Hispanic Americans,
Mario Moreno, Norma Cantú, Sarita Brown, Cha Guzman, and distinguished education,
business and community leaders.
In my remarks today, I want to focus on the importance of education for this country's
Latino community as we begin this new century-this education era. And I want to
explore with you why I believe the state of Latino education for this century can be so
promising.
You know, when we talk about Hispanic-Americans we are speaking about individuals from
more than 20 different nations, with countless dialects, different skin colors, and varying
tastes in food and music. Some are descended from immigrants who have been in this nation
hundreds of years, even before it became a nation; others are new arrivals, having been here
only a week or a year, seeking to achieve the American Dream.
2
Regardless of these differences, there is one unifying factor in their lives, education, the
primary and shared source of hope, opportunity and success. It is our duty as a nation to
ensure that the Hispanic community has every opportunity to achieve a quality education
and the success that can accompany it- just as we have done for generations of
Americans before them.
I am confident that we can address this challenge with innovation, that we can shed
misperceptions and stereotypes, eliminate low expectations, and embrace the unique
strengths that Latinos bring to education and our national community.
Last week, Juliet Garcia, the president of the University of Texas at Brownsville, and a
member of the President's Advisory Commission, related to me a story that I think
captures the essence of what we mean when we say "have high expectations and shatter
false perceptions."
She told me about Morningside Elementary School, a small school in a low-income
section of Brownsville, one of the poorest regions in the nation. Some years ago, a
teacher began teaching chess to kindergartners through fifth-graders in that community.
The students got up early to practice and gave up their weekends to play in chess
tournaments. It paid off. Last year, this small school made it all the way to the national
championships, and took second place.
Who would have thought-in a state where high school football is sometimes king and
English is for many a second language-that these students would go head to head with
the best minds in the country in one of the most challenging and intellectual games?
They did and so did their teachers, parents, and principals-and that made all the
difference.
The triumph of the Morningside chess team is the most recent chapter in the rich legacy
of a people connected to history in a very positive way.
It is a legacy of accomplishment and courage. And it is a legacy of battles fought to
overcome discrimination and oppression-in education as well as in other areas.
Many Americans may not realize that during the 1920s and '30s in Texas and California,
courageous Mexican-American parents put their safety on the line to challenge state laws
that segregated students by race in public schools.
On January 5, 1931, for instance, the principal of Lemon Grove Grammar School near
San Diego, acting under instructions from the school's trustees and the Chamber of
Commerce, stood at the schoolhouse door and admitted everyone except the Latino
students, who were instructed to attend school in an old two-room building nearby.
The parents would not let their children go to the other school, because it was run down.
They organized and beat the segregationist policies. The children returned to the public
school-where they belonged.
3
This action set the stage for the Mendez case in 1946, the first time a federal court would
hold the "separate but equal" standard unconstitutional. That decision, in turn, helped lay
the groundwork for the Supreme Court's holding in Brown V. Board of Education nearly
a decade later.
We have seen this same powerful force for equality and quality here in Washington.
Facing a crisis in meeting the educational needs of Hispanic, immigrant, and other
minority youths, members of the community created this school in 1979. With
enthusiastic support, it has grown from 40 students and five teachers, to nearly 700
students from 40 different countries.
A TRANSFORMATION OF HISTORIC PROPORTIONS
But there are still challenges, here and across the nation-not the least of which is an
extraordinarily significant demographic trend, the growth of the Hispanic-American
population.
In just five years, Hispanics will be the largest U.S. minority. By 2050, nearly one-
quarter of our population will be Hispanic. Even more significantly, the greatest growth
will come among young people. One in three members of the Latino population is under
age 15-a number that only highlights the importance of education in the coming
century.
We are already the most diverse nation in the world-and we have never been static in our
diversity. But these kinds of demographic changes will involve almost every aspect of our
society and require us to think still more creatively about the future.
Communities across the nation, from Boise, Idaho, to Georgetown, Delaware, are being
transformed by the changing population. Dealing with this kind of change requires creative
thinking and an eagerness to adapt and to incorporate cultural and linguistic differences into
the learning process.
There are no simple solutions. It will require a comprehensive focus on education from pre-K to
postgraduate levels; from childhood to adulthood; in school, after school, and at home; and all
the time with the support of the community.
The good news is that understanding of what is required is growing. A new enthusiasm
for getting things done is palpable. And a new paradigm for how to achieve this goal is
on the horizon-a model focused on the assets of this community, rather than on the
deficits.
Today, I will outline a series of challenges for the 21st century that build on this
enthusiasm and success.
4
THE PROMISE OF LANGUAGE
First, I want to address the promise of language. For many, language is at the core of the
Latino experience in this country, and it must be at the center of future opportunities for this
community and for this nation. Parents and educators want all children to learn English
because it is essential for success. And we also know how valuable two languages can be.
It is high time we begin to treat language skills as the asset they are, particularly in this
global economy. Anything that encourages a person to know more than one language is
positive-and should be treated as such. Perhaps we should begin to call the learning of a
second language what it truly is-"bi-literacy."
Unfortunately, some have viewed those who use a foreign language with suspicion and
their language itself as a barrier to success. In some places, even the idea of "bilingual
education" is controversial. It shouldn't be.
There are many different and effective strategies for teaching English, from bilingual to
sheltered English to ESL. Today, I want to spotlight the dual language approach, which
is also sometimes referred to as two-way bilingual or dual immersion education.
Bilingual and ESL programs are working well in many states toward this goal of bi-
literacy, and they will continue to work well if we set clear performance measures and
provide the resources needed to meet the rising demand with quality teachers.
Good, solid bilingual programs can make a difference in helping students learn English
and achieve academically. I am pleased that the budget plan that the president recently
submitted to Congress for FY 2001 increases funding for Bilingual Education to $296
million and nearly doubles investment in foreign language education.
I also want to draw your attention to a very important and helpful publication just
released by our Office for Civil Rights, entitled Programs for English Language
Learners. This valuable resource, developed by our Seattle office in response to requests
from school districts, offers materials for planning and self-assessment that are consistent
with the district's individual needs and circumstances.
But, whatever the approach to teaching English, it cannot be simply a defensive or
reactive one. If we see to it that immigrants and their children can speak only English
and nothing more-then we will have missed one of the greatest opportunities of this new
century, namely, to take advantage of the invaluable asset that helps define a culture.
Proficiency in English and one other language is something that we need to encourage
among all young people. That is why I am delighted to see and highlight the growth and
promise of so many dual-language bilingual programs across the country. They are
challenging young people with high standards, high expectations, and curriculum in two
languages. They are the wave of the future.
5
In Salem, Oregon, for instance, Grant Elementary School has instituted a high-achieving
Spanish-English dual-language program to help both Spanish- and English-speaking
students develop language skills in the other language.
Our nation needs to encourage more of these kinds of learning opportunities, in many
different languages. That is why I am challenging our nation to increase the number of
dual-language schools to at least 1,000 over the next five years, and with strong federal,
state and local support we can have many more.
Right now, we have about 260 dual-immersion schools and that is only a start. We need
to invest in these kinds of programs and make sure they are in communities that can most
benefit from them. In an international economy, knowledge-and knowledge of
language - is power.
Our nation can only grow stronger if all our children grow up learning two languages.
The early school years are the best and easiest time for children to learn language.
Unfortunately, too many teachers and administrators today treat a child's native language
as a weakness if it is not English.
I can assure you that when they enter the workforce in several years we will regret the
inability of our children to speak two languages. Our global economy demands it; our
children deserve it.
It is time to move beyond the stereotype of a child who is not fluent in English as one
who is not intelligent or cannot learn. Occasionally, children are separated from their
peers, and even inappropriately identified for special education services simply because
English is not their native language. No one is willing or able to make the appropriate
evaluation and spend the necessary time to help them learn to speak English well.
Unfortunately, the lack of understanding about language issues can lead to the opposite
situation as well-young people who are not diagnosed as needing special education
instruction when in fact they do need it.
We must make sure that all children are served appropriately, that the programs that serve
these children are held accountable, and that the students in them are held to high
standards. Anything less is counterproductive.
I am very pleased that over thirty percent of Title I funds are serving Hispanic students.
This administration initiated the Title I testing requirement that is helping to ensure the
inclusion of all students in Title I assessments and school district accountability systems.
6
A DEMAND FOR TEACHERS AND NEW WAYS OF TEACHING
The second challenge we must meet is a demand for teachers and new ways of teaching.
Teaching is at the heart of our efforts to transform how we view language and support
student learning.
Over the next 10 years we face a demand for more than two million teachers, with acute
needs in fields like math and science, special education, and bilingual education. The
changing demographics and the advent of new learning technologies and ways of
teaching will require a more diverse and more adaptable teaching force.
Let me highlight just one shortcoming in the teaching force: 54 percent of all teachers have
limited English proficient (LEP) students in their classrooms, yet only one-fifth of teachers
feel very prepared to serve them. As I called for in my State of American Education speech
last month, we need to examine making teaching a year-round and better paid profession.
We need teachers who are ready to take on this challenge, and we need to give them more
time to prepare for it.
We need teachers who not only know more than one language but also have the
background and training to maximize the learning potential of students with diverse
backgrounds. We need teachers who, when they see a Latino child-or any minority
student-have high expectations and visualize great achievements for that child.
And we need teachers who know how to make a connection with a student and to build
on that connection, using creativity when necessary. One fifth-grade teacher in Texas
would tell her largely Hispanic class about the importance of graduating from high school
and going to college.
A young student to whom she was providing tutoring, commented proudly that her
mother was also studying to graduate from high school, by taking the GED. The teacher
offered to help, and ended up working with both mother and daughter after school.
Not only did both "students"-mother and daughter-improve academically, but also
there were more far-reaching benefits. The daughter saw how important it was to learn
and how important it was for her mother to learn.
Her mother shared in the joy and pride that comes from learning and serving as a strong
role model. And the teacher's willingness to reach out to the community and think
beyond the classroom paradigm made her a more effective teacher.
This is what I mean when I say we must think in creative ways about how we can best
educate all students-and even what we mean when we say the word "student." The
Even Start program, for one, supports local projects that encourage this creativity by
blending early childhood education, parenting instruction and adult education.
7
Many teachers across the country pursue their profession with exactly this kind of
dedication and with great results. We need to support them and reward their innovation,
commitment, and professionalism-and we must make sure more children experience
such teachers.
To help bring the best and most innovative teachers into our classrooms, the
administration has sent Congress a $1 billion proposal. The goal of this funding is to
raise teaching quality, recruit new teachers, reduce out-of-field teaching, and attract more
certified teachers into our poorest schools.
But this federal investment needs to be supported by a change in the way that our schools
of education go about their mission and the time and resources they devote to meeting
this challenge.
The Latino and Language Minority Teacher Project in California is one example of how
these institutions can respond. The collaborative project, which links several universities
and the Los Angeles Unified School District, is designed to respond to the increasing
shortage of teachers prepared to teach limited English proficient students.
RAISING ACHIEVEMENT-LOWERING THE DROP-OUT RATE
The third challenge I want to address today is raising achievement and lowering the
dropout rate for Hispanic students. While the achievement gap between Hispanic and
white children remains high, progress is evident.
Hispanics have made significant gains on NAEP math assessments at all levels and
greater gains in science than their white peers. And Hispanic-Americans have more than
quadrupled their enrollment in higher education over the last two decades, although they
are still vastly underrepresented.
Many schools are doing much of what has to be done to raise achievement levels. Here at
Bell Multicultural, for instance, where 98 percent of students are below the poverty line,
you have achieved a 95 percent attendance rate and a drop-out rate of only 10 percent, far
below the national average. And 70 percent of the students go to college.
We can turn schools around and return these young people back to the world of learning.
Indeed, in many places we already are.
How are Bell and other schools making this kind of progress? Not through any "magic
bullet" solution, but through hard work, with well-prepared teachers and strong
principals, with challenging and engaging classes, the support of parents and the entire
community, and an overarching commitment to ensure that all children learn.
8
They do it by being schools that offer more than just a 9-to-3 classroom. They are safe
centers of the community, providing programs and classes on drop-out prevention,
vocational-technical training, career development, parenting skills and adult literacy.
ADDRESSING THE CHALLENGES EARLY
These strategies can work for all students and their parents-and Latinos must be
included. Many of these strategies are described in a report funded by my Department.
This report identifies a number of exemplary practices, programs, and individual schools
that are helping to transform education for Hispanic youth. I hope that schools, teachers,
and administrators across the nation review it.
One observation the report makes is that we can't wait until junior high school to raise
achievement levels and lower the drop-out rate. Indeed, a recent groundbreaking study
of kindergartners by my Department demonstrated that many of the differences between
groups of students in elementary and secondary school already exist when children enter
kindergarten.
In other words, the seed for high achievement and drop-out prevention is planted long
before high school, and we need to start much earlier to make sure that the seed
germinates. The better and earlier the start, the stronger the finish.
We can make a significant and immediate impact on improving the school readiness and
subsequent educational achievement of young children through a few sensible actions.
I urge school officials to help make sure that every child who can be covered is covered
under CHIP health insurance programs and also to make this year's national Census a
success. Our children are a blessing so let's make sure that we count all of our blessings.
Millions of dollars in federal and other aid depend on an accurate count.
We also know that enrollment in quality child care, particularly when focused on early
literacy makes a powerful difference. Our 1996 study found that only 28 percent of
Hispanic 3-year-olds enrolled in early child care programs compared with 45 percent of
their white counterparts. The administration's 2001 budget proposal would increase
funding for Head Start by one billion dollars, which would help address this. We must do
more.
It is so important, particularly in the early years, to have small classes so teachers can
provide individual attention to students.
9
We also need to increase the amount of time we read to children and talk to them about
what is read. Reading is an integral part of the learning and life experience, particularly
for students who come from homes where a language other than English is spoken.
With a strong foundation in reading, schools can put in place another important part of
building an engaging learning environment and raising achievement levels-challenging
classes.
For instance, a recent study by my Department showed that Latino students were more
than three times more likely to go to college if they took two or more Advanced
Placement courses than those who took none.
One reason for the success of Bell and other schools like it, is that they have a broad
curriculum that includes challenging classes, including a wide variety of Advanced
Placement classes.
I would like to recognize a few of Bell's AP students who are here today, and who I
believe have already been awarded full scholarships to attend Bowdoin College in Maine
next year.
Still another way to turn around schools, ensure safe and disciplined learning
environments, and raise achievement levels is through the creation of smaller schools that
build supportive learning environments and give students a sense of connection to each
other, to teachers, and to learning.
In Grand Prairie, Texas, the South Grand Prairie High School has a student body of
nearly 2,500. That's a lot of students for one building. Four years ago, Grand Prairie
became a New American High School and undertook an extensive reform program to
raise academic expectations and achievement. The school created five academies, in
which students and teachers work in an academic area that best suits them and in which
more individual attention is provided.
The changes made a real difference. The pass rate for the Texas state exam at Grand
Prairie has risen nearly 20 percent in three years. And the pass rate for reading is at 91
percent, compared with the state average of 67 percent. The drop-out rate is under 2
percent and nearly two-thirds of the students enroll in college.
One way to increase the college going rate is for higher education institutions to join
forces with the K-12 system to create a pathway for student achievement. They must be
ready to adjust to the growth in the number of Hispanic students and to meet their needs,
and they must develop new and creative ways to enlarge the pool of eligible minority
applicants to colleges and universities. As the President's Commission said last week,
colleges and universities need to think creatively and to adopt a K-16 approach. TRIO
and GEAR-UP support this goal.
10
THE IMPORTANCE OF COMMUNITY
The fourth challenge concerns the importance of community. The best schools are those
that operate as centers of the community for both children and adults. They are schools
that are supported by community centers, and after-school programs that enhance
educational opportunities.
The heart of the Latino community is the family. Parents must be supported in guiding
their children to take challenging courses and in providing them the support to stay in
school and go on to college.
In addition, increasing the literacy of Hispanic parents and guaranteeing high-quality
educational assistance to these parents are critical to raising the achievement levels of
Hispanic children. That is why we strongly support family literacy and learning centers
and after-school programs.
A few months ago I had the opportunity to visit one such enriching center right down the
street from here-the Latin American Youth Center. I had a wonderful discussion with
some of the students and counselors there. The pictures you see here around you are of
young people who attend that center.
In addition to housing a creative public charter school, the center offers a wealth of
support services to young people in the community, including some who have left school
and want to return to the world of learning. We need more places like it.
The U.S. Department of Education supports community involvement in education with a
wealth of helpful publications in Spanish and English for parents and their children,
including Building Your Baby's Brain, Questions Parents Ask About School, and Getting
Ready for College Early. They are all listed in a comprehensive catalogue that is
available free through our toll-free number, 1-800-USA-LEARN.
We also operate a bilingual call center for Spanish-speaking parents through this phone
number, and our Web site, www.ed.gov, now has a Spanish-language option. In addition,
we provide grants to support captioning in Spanish for a number of news and public
information television shows.
Today, I am very pleased to announce the release of a new resource-a videotape and
accompanying materials that will support Spanish-speaking families and the schools and
organizations that serve them.
Entitled Vamos Juntos a la Escuela (Let's Go to School Together), the video looks at four
areas-parent involvement, readiness to learn, reading and mathematics, and preparing
young children for college. It is intended as a tool for presentations to groups of Spanish-
speaking families and could be provided by schools, colleges, community and faith-based
organizations, and others.
11
Procter and Gamble has made a significant financial commitment to ensure that this
video will be widely distributed. This is the first part of their new Avanzando campaign
to invest in the Hispanic community.
I applaud their efforts and I encourage others to follow their lead. My Department is
committed to building partnerships with corporations like Proctor and Gamble.
We have also worked with Univision on a broad-based television campaign entitled
"Education Matters." I was with my friend Henry Cisneros last summer in Los Angeles
to launch this campaign. Just this week, following a half-hour broadcast about college
financial aid, my office received more than a thousand requests for information. The
Mott Foundation has also made an extraordinary investment in after-school programs for
Latinos.
CONSTRUCTING A NEW FUTURE
My fifth challenge today concerns the importance of having modern schools. No amount
of hard work, challenging curricula, and academic restructuring can completely overcome
the burden of a severely aging or overcrowded school, as so many of our nation's schools
are today. That is why President Clinton and Vice President Gore have been urging
Congress for several years to pass school modernization legislation.
Passage of school modernization legislation would help schools like Bell meet the
growing challenges of the new century. Looking at everything that Maria Tukeva and the
staff and students here have been able to achieve-with all of the physical challenges-it
makes you appreciate how much more they could have accomplished if the school had
everything that a school should have.
Of course, Bell is not waiting around. I am very impressed by their plan to create a new
educational campus with Lincoln Middle School. Among its many features, the plan
includes a strong focus on the use of technology.
To be fully engaged in learning in the 21st century, all students need access to the most
modern learning tools-the computer and the Internet-and every teacher needs to be
well trained to use and teach them effectively.
Technology is not a substitute for solid teaching and learning-for the basics like reading
and writing, science and math. But it does offer a way to enhance traditional learning; to
open the doors to the best libraries and museums, particularly for students in
disadvantaged schools, and to raise achievement levels.
The Hartford Public School system has been the poorest- performing district in
Connecticut for the last 10 years. More than half of the majority Hispanic student body
drop out after the ninth grade.
12
In 1996, the new superintendent began a number of reforms, including a massive effort to
get technology into the classrooms and, with a lap-top program, into children's homes.
The program is already transforming the individual lives of students and their families-
and strengthening the schools. Achievement scores are up, and the district's improvement
in math and reading last year was more than the previous four years combined.
These are gains worth studying and emulating. A school can't use technology to improve
if all of its students don't have access to the resources.
A secondary impact of technology in education is on the parents of students, an issue of
particular importance to Latinos. Crossroads Café in New York, for instance, has used
distance learning to help adults improve their reading and English language skills to
advance at work. The students themselves played a major role in helping their parents
learn English.
Providing these kinds of opportunities is why the administration has called for a threefold
increase-to $100 million-in funding for Community Technology Centers. This
funding will make educational technology available to residents of low-income urban and
rural communities.
CHALLENGES FOR THE FUTURE
The Hispanic community, like all communities, wants its children to achieve to high
standards and its schools to be held accountable for that achievement. We are making
progress. But we need to increase the pace of that progress. Parents want to be part of
the system. But they need support.
In looking toward the future, we must think comprehensively -- no single solution will
work. I have outlined five challenges to provide this support because it is something that
affects the well-being of all citizens, not just Hispanic Americans: the promise of
language and learning two languages; new ways of teaching (including quality teachers,
small classes and small schools); lowering the drop-out rate through early intervention-
remember, the better the start, the stronger the finish; the importance of community and
family; and constructing a future with modern buildings and technology in every
classroom.
In closing, I would like to mention a recent comment by a Latino educator who noted that
"young children learn from the very beginning that they have the power to influence their
world." I suspect it is education that gives them this power.
With this in mind, the first lady initiated a national conversation on Hispanic Children
and Youth. This year, the administration committed more than $8 billion to programs
that support the Hispanic Education Action Plan ($800 million in new dollars), and soon
the president will host a White House meeting to further discuss these issues and commit
the nation to action.
13
It is time for us to empower Hispanic youth by giving them educational opportunities,
teaching them to succeed, expecting more, and holding schools and communities
accountable for their success.
We must forge solutions and create opportunities for Hispanic Americans for the new
century, just as we have done for so many other groups pursuing the American Dream
throughout our history.
When we achieve this, when we transcend stereotypes and overcome the tyranny of low
expectations, and when we treat the language and culture of young Americans as an asset,
and not a perceived deficit, then we will be able to guarantee everyone the key civil right
for the 21st century-a quality education.
###
A Public-Private Partnership to Increase Educational Success for
Hispanic Students
May 15, 200
10:00am -12:00pm
Room 100, Old Executive Office Building
10:00a.m.
Welcome
Shirley Sagawa, Deputy Chief of Staff
Office of the First Lady
Guillermo Linares
Chair, President's Advisory Commission on Educational
Excellence for Hispanic Americans
Introductions
10:15
Proposed Project
Context: Sarita Brown, Executive Director, White House Initiative
Project Concept and Private Sector Leadership:
Larry Rosen and Sergio Rozenblat, Aplauso,com
10:45
Discussion on how to "Make It Happen"
Role of Private Sector
Role of Public Sector
Dissemination
Management and Next Steps