Bill Overview
Title: Hispanic Educational Resources and Empowerment Act of 2022
Description: 2022 This bill directs the Department of Education to (1) award grants to Hispanic-serving institutions of higher education (IHEs) to improve and expand innovative collaboration agreements between local educational agencies and IHEs to better serve Hispanic and Latino students, (2) provide technical assistance to such IHEs, and (3) contract with a third party to conduct an independent evaluation of grant activities. Such grants must be used for specific activities, such as improving school-based and institutional practices to prepare students for postsecondary education and addressing nonacademic needs of students that are barriers to college enrollment.
Sponsors: Rep. Castro, Joaquin [D-TX-20]
Target Audience
Population: Hispanic and Latino students and their families
Estimated Size: 20000000
- Hispanic-serving institutions of higher education predominantly serve Hispanic and Latino students, which are a substantial part of the Hispanic and Latino population in their respective regions.
- As of recent estimates, there are about 62 million Hispanics in the United States (as of around 2021).
- The focus of the bill is on improving educational opportunities which suggests impact on current and future Hispanic students in both secondary and post-secondary education environments.
- Globally, the Hispanic/Latino population is significantly larger, particularly across Latin America where higher education initiatives may seek inspiration from programs implemented in the US. However, this bill is primarily for impact within the US.
Reasoning
- Given the budget constraints, this policy will primarily affect Hispanic-serving institutions and their students. Institutions will use these funds to develop programs for improving student preparedness for higher education, which may take the form of tutoring, mentorships, workshops, and more.
- Not all Hispanic and Latino individuals will experience direct effects as the program is focused on specific institutions and regions. However, students attending these institutions, especially those in K-12 and post-secondary education, should see the most benefit.
- With around 62 million Hispanics in the US and an estimated 20 million Hispanic students, the policy aims to support improvements for significant portions of this population, especially in educational deserts or lower socio-economic areas.
- Wellbeing changes will likely correlate with the direct impact of educational improvements, measuring both academic achievement and social-institutional support improvements.
Simulated Interviews
college student (California)
Age: 20 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 8.0 years
Commonness: 15/20
Statement of Opinion:
- I believe this policy will be very beneficial as it provides the necessary support and resources for students like me who might otherwise not have the chance to get into a good college.
- Educational programs and mentorships will reduce barriers that are not just academic but economic and social.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 5 |
| Year 10 | 9 | 5 |
| Year 20 | 9 | 5 |
high school teacher (Texas)
Age: 45 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 18/20
Statement of Opinion:
- It's great to see more collaborative efforts between high schools and colleges, which will not only aid students but enhance the teacher's approach to guiding college preparedness.
- Such policies bring in technical resources and expertise we sorely need to keep up with educational demands.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
high school student (Florida)
Age: 17 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 8.0 years
Commonness: 10/20
Statement of Opinion:
- I think this policy means more support and possibly more scholarships for students like me.
- It's intimidating to think about paying for college, but with improved programs, even my grades might improve enough to get better grants.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 5 |
school administrator (New Mexico)
Age: 50 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 8/20
Statement of Opinion:
- With direct funding and evaluation tied into this bill, we can track improvements systematically and adjust practices as needed.
- I hope we can expand bilingual programs and cultural studies courses with this support.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
software developer (New York)
Age: 30 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 12/20
Statement of Opinion:
- As a former student of a Hispanic-serving institution, it's crucial to provide both technical and social resources, just as I had.
- Policies like this can really shift the narrative for the younger generation.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 8 | 8 |
graduate student (Arizona)
Age: 25 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 11/20
Statement of Opinion:
- There should be a strong emphasis on how non-academic barriers can affect students’ success, and I'm glad this bill addresses it.
- This is a much-needed initiative that aligns with what I'm researching.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
retired (Illinois)
Age: 60 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 16/20
Statement of Opinion:
- I've seen how important early intervention and support are on a child's educational journey.
- Given my experiences, I think this bill has the potential to impact many lives positively.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 7 | 5 |
part-time worker (Texas)
Age: 23 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 6.0 years
Commonness: 9/20
Statement of Opinion:
- Sometimes I think about how long school will take, but a policy like this makes it worth considering going to a community college full-time.
- I want to learn more about possible pathways and support systems under this grant.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 5 |
educational consultant (Colorado)
Age: 40 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 7.0 years
Commonness: 4/20
Statement of Opinion:
- By focusing on Latino educational needs, we address historical inequities in academic success rates.
- It's important that these funds are well managed and lead to tangible results.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
nonprofit worker (Washington)
Age: 35 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 8.0 years
Commonness: 5/20
Statement of Opinion:
- I see the direct results and transformative nature of such policies in the communities we serve daily.
- I'm optimistic, though mindful of challenges in actual on-ground implementation.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Cost Estimates
Year 1: $100000000 (Low: $75000000, High: $125000000)
Year 2: $100000000 (Low: $75000000, High: $125000000)
Year 3: $100000000 (Low: $75000000, High: $125000000)
Year 5: $100000000 (Low: $75000000, High: $125000000)
Year 10: $100000000 (Low: $75000000, High: $125000000)
Year 100: $100000000 (Low: $75000000, High: $125000000)
Key Considerations
- The focus on Hispanic-serving institutions means the program targets educational equity.
- Potential budgetary impacts depend heavily on the implementation detail and the size of each grant.
- Collaboration with local educational agencies enables systemic improvements but requires careful coordination to avoid duplication of efforts.