Latino Education and Workforce Study

Summary

It is evident from the research and analysis conducted thus far, that the status of education for Southeastern Indiana’s Latino population is quite concerning, if not in a state of crisis—high school dropout rates are alarmingly high; numbers of Latinos matriculating on to post-secondary education are unacceptably low; and the educational attainment levels of Latino adults (including the incumbent workforce) are particularly troubling with 60% of this population ranging from illiterate to only having a primary education. Critical steps must be taken to address the educational needs of the Latino population. This research is being conducted holistically, and the research analyst recommends an action plan holistic in nature, as well. There are numerous diverse groups working to effect change in this arena—from entities involved in early childhood education; family literacy; education at the elementary, middle school, secondary, and post-secondary levels; adult literacy, adult basic education, GED training, and beyond. A collaborative effort is called for to convene these various groups to work together for a single purpose—closing the educational gaps faced by Southeastern Indiana’s Latino population.

It is clear that SE IN. continues to experience dramatic demographic changes—Latinos are and will remain a substantial part of the regional workforce. Keeping this in mind, it is important that we address the education and training needs of our Latino population as we try to keep a competitive economic edge. According to Gerardo Gonzalez, Dean of Indiana University's School of Education, “Effective 21st century economies will be those that produce the most information and knowledge and have a workforce that can easily access and utilize that knowledge.”¹

Economic development, employer needs, and educational issues as related to the Latino workforce are inextricably linked. It is important for policymakers, leaders, employers, and educators to work together to better understand and address the needs of the Latino workforce in Indiana. Stakeholders need to complement one another in achieving the goal of sustainable and equitable economic development. There is a need for collaborative programming to provide the Latino workforce with the knowledge and skills to contribute to such sustainable economic development that benefits everyone in the region. According to Indiana's Adult Division of Education: “It would be productive to devote our collective efforts to expanding partnerships that support Indiana's adult education programs to ensure that Hoosiers have the skills they need to be successful.”²

Lastly, at the 1st Annual Educational Equality for Indiana’s Latino Students Conference in October, a committee was formed to address emerging Latino educational issues for Indiana’s EGR 9—Action Committee for Latino Educational Equality in Indiana’s EGR 9. The EcO15 research analyst is currently serving as chair for this committee. The hope of the committee is to work collaboratively to effect change on a regional scale by bringing diverse groups together to create and enhance educational opportunities for EGR 9’s Latino population. This approach appears to be one avenue that shows the promise of realizing educational opportunity and closing the gaps in inequity for EGR 9’s Latino population.

“Education is one of the most effective interventions for improving our social and economic future – for individuals, communities, states, and the country as a whole.” -The National Center for Public Policy and Higher Education ³

“We must continue to view newcomers as a resource, rather than a 'problem,' and we must continue to foster a broad sense of shared responsibility for their integration...All community members must embrace the responsibility of educational integration.” - Integrating Indiana's Latino Newcomers⁴

EGR 9 Population⁵

The current estimated Latino population in EGR 9 is:

• 14,373 Latinos
• 4.5% of the total population (318,502)

Estimated Adult Latino Education Levels for EGR 9⁶

• 60% primary education or less (including illiterate)
• 30% some secondary education to completed secondary education
• 6% secondary degree
• 4% college degree

Current Trends in EGR 9 Schools

There was a 22% increase in the Latino student population from the 2006/2007 school year to the 2007/2008 school year. This annual increase is fairly consistent with previous years dating back to the 1996/1997 school year.

Dropout rates for Latinos continue to be unacceptably high, especially when compared to their white counterparts. Accordingly, the numbers of Latinos matriculating on to post-secondary education are quite low.

Current Education Endeavors for Latinos in EGR 9⁷

There are several exciting initiatives underway that aim to ameliorate dropout rates, promote matriculation on to post-secondary education, and provide education to children, adults, and families from literacy and basic education to GED training:

• ESL school programs
• ESL after school enrichment programs
• LOVE – Latino Organization of Volunteer Educators working to encourage Latino students to achieve the dream of higher education
• Project Stepping Stone – college preparatory program for Latinos
• Adult ESL classes through County Adult Education Centers and the two Regional Latino Service Providers—La Casa Amiga (Jefferson County) and Su Casa Columbus (Bartholomew County)
• Latino Workforce Development Program/Adult Education Works (DOE) – providing Adult Basic Education and ESL on site for employees at area businesses
• HELP – Hispanic Education Literacy Program including Plaza Comunitaria – Mother tongue (Spanish) literacy and Adult Basic Education up to GED
• Family School Partners – a home based program that prepares at-risk parents for a lifelong commitment to their child's education and builds a foundation for student success in school
• IPLACC – Indiana Project for Latin American Cultural Competency works to help schools and communities by improving educators’ and citizens’ understanding of Latin American culture and society in order to develop their cultural competencies for integrating Latin American immigrants
• EEILS – Educational Equity for Indiana’s Latino Students – working to improve educational opportunity through the Indiana Department of Education and the Indiana Commission on Hispanic/Latino Affairs
• EGR 9 Latino Education Committee – collaborative partnership that covers Latino Education issues in Region 9
• Book Express – family literacy program

There are several other programs the EcO15 Research Analyst is investigating that are worth looking into:

• AVID – Advancement Via Individual Determination
• FLUENT – Family Literacy program
• LT2 – Literacy through Technology
• Education Is Freedom

Indiana Trends in Latino Educational Issues

Indiana’s Educational Gaps by Race (ages 25-64)⁸

High School Attainment between Whites and Minorities

College Attainment between Whites and Minorities

Indiana’s racial gaps in both high school and college attainment are widening. The data provide cause for concern as Indiana endeavors to educate its entire workforce.

English as a Second Language (ESL) Enrollment per 100 Adults (ages 18-64) with Little or No English Proficiency in Indiana⁹

The data show a significant decrease in ESL enrollment since 2001 as a percentage of those with limited or no English proficiency.

Indiana Residents Who Speak English Poorly or Not at All (ages 18-64) as a Percent of Total Population¹⁰

Once again, the data indicate another category in which the figures seem to be going in the wrong direction since 2000. However, it should be noted that Latino net migration to Indiana has also increased during the same time period.

Manufacturing and Latinos in EGR 9¹¹

According to the Indiana Business Research Center, in 7 of the 10 counties in Region 9, the top Industry by employment is manufacturing (8 of the 10 county's top industry by wages). It is worth noting that three of the four counties with the highest unemployment rates do not have manufacturing as their top industry—by either employment or wages. Nine of the ten counties in Region 9 have experienced a Latino population growth of over 100% over the past decade, with five counties experiencing over 200%. Employers in Region 9 have concluded that the Latino workforce could be better-qualified and trained in language skills and safety areas. According to the Indiana Department of Workforce Development, employers identify some of the top skills in demand as the following:

• work as a team member
• follow detailed instructions
• maintain safe work environment
• use basic math
• apply good listening skills
• adhere to safety procedures
• interpret and communicate information

A 2008 study prepared for the Irwin Financial Foundation found that EGR 9 manufacturing companies revealed the following concerning their Latino employees¹²:

Assets:

• Impressed with general work ethic
• Low incidence of disciplinary problems
• Continually increasing numbers of Latinos as a percentage of the workforce
• Most companies have an interpreter/translator on staff
• Desire for Latinos to remain an integral part of the workforce

Concerns:

• Desire to foster more trust between Latinos and employers
• Lack of English proficiency creates communication problems
• Safety issues are a concern due to language barriers
• Matriculation to supervisory positions is difficult due to language barriers

Next Steps

• Regional and County-by-County analysis of ISTEP data by race and, if available, high school suspension and dropout rates by race
• Manufacturing: Immigrants working in manufacturing are overwhelmingly Latino—determine percentage of Latinos that comprise the manufacturing workforce
• Hospitality and Tourism: research is underway—need to investigate Latino percentages, as well as Brazilians, and Jamaicans (especially in the Casinos)
• Healthcare: initial contacts made—research yet to begin
• Recommendations
• Create a holistic implementation plan to address what this report describes as a critical need to improve educational opportunities for EGR 9’s immigrant population.
• Implementation of this plan, including a timeframe

Endnotes

¹ Gonzalez, Gerardo – 2008 January, “Maintaining America's Competitiveness in a 21st Century Global Economy:  The Role of P-16 Education,” IUPUC Alumni Association Keynote Address, City Hall, Columbus, Indiana
² Warner, Linda – 2007 October 2, “Adult Education Programs Serve Variety of Needs,” The Indianapolis Star, Indystar.com
³ The National Center for Public Policy and Higher Education – November 2005, Policy Alert
⁴ Levinson, Bradley, Judson Everitt, and Linda C. Johnson – 2007, “Integrating Indiana's Latino Newcomers:  A Study of State and Community Responses to the New Immigration,” Monograph, Indiana University
⁵ These figures are extrapolated using formulas the EcO15 research analyst created along with 2006/2007 Census data and 2006/2007 Indiana Department of Education enrollment statistics
⁶ These figures are based on both qualitative (interview) and quantitative (survey) data collected and analyzed by the EcO15 research analyst
⁷ Well over 100 subjects in EGR 9 were interviewed to identify and gain an understanding of these initiatives
⁸ It should be noted that minorities include Latino, African-American, and Native American groups; 2006 U.S. Census Bureau; 2006 American Community Survey; 2000 Decennial Census; and Indiana’s Adult Education and Workforce Skills Performance Report, Indiana Chamber of Commerce 2008
⁹ 2006 U.S. Department of Education and U.S. Census Bureau, 2006 American Community Survey; 2000 Decennial Census; and Indiana’s Adult Education and Workforce Skills Performance Report, Indiana Chamber of Commerce 2008
¹⁰ 2006 U.S. Census Bureau; 2006 American Community Survey; 2000 Decennial Census; and Indiana’s Adult Education and Workforce Skills Performance Report, Indiana Chamber of Commerce 2008
¹¹ Indiana Business Research Center – May 2005, Top Industries:  County Level ES-202 data for 2004:3; UCSF Fresno Center for Medical Education and Research – accessed 2007, Hablamos Juntos: Improving Patient-Provider Communication for Latinos, http://www.hablamosjuntos.org/latinos/statetable.asp?st-indiana; Indiana Department of Workforce Development – February 2007, Hoosiers by the Numbers:  Research and Analysis, “Quick Stats – Region 9”; and Stephen Franz, “Latino Workforce Development Program:  Key Findings, Program Results, Future Recommendations” report prepared for the Irwin Financial Foundation, 2008
¹² Stephen Franz, “Latino Workforce Development Program:  Key Findings, Program Results, Future Recommendations” report prepared for the Irwin Financial Foundation, 2008