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: Sen. Padilla, Alex [D-CA]
Target Audience
Population: Hispanic and Latino students and related educational personnel in the US
Estimated Size: 3000000
- The bill primarily focuses on Hispanic-serving institutions of higher education (IHEs) in the United States.
- Hispanic and Latino students are the main beneficiaries of the programs funded by these grants, as these initiatives aim to improve their preparation for and access to postsecondary education.
- The U.S. Census Bureau estimated around 62 million Hispanic or Latino people in the United States as of the most recent data, although not all are students or in higher education.
- The number of Hispanic students in higher education is considerably less, with undergraduates forming the main group to benefit from this legislation.
- This bill will indirectly impact the local educational agencies (LEAs) collaborating with IHEs by providing new resources and collaboration avenues.
Reasoning
- The primary beneficiaries of this policy are Hispanic and Latino students attending Hispanic-serving institutions (HSIs) of higher education in the U.S., aiming to improve their educational outcomes and address barriers to college enrollment.
- The budget limits suggest that while the bill can provide significant support, it will likely target a select number of institutions, leading to varied impacts across different regions.
- Interviews should include diverse demographics within the Hispanic community, including different age groups (e.g., young students, parents, educational personnel) and varying socioeconomic backgrounds.
- Consideration should also be given to those indirectly affected, such as educators working with these students and communities near the HSIs.
- The policy aims to work through collaboration agreements, so impact might also be influenced by the local educational effectiveness and existing community resources.
Simulated Interviews
College Student (Los Angeles, CA)
Age: 19 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- I'm excited about any additional resources and support that could help me stay in college and succeed. As a first-generation student, I often feel lost with no one to guide me.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 5 |
| Year 5 | 9 | 5 |
| Year 10 | 9 | 4 |
| Year 20 | 8 | 4 |
High School Teacher (Chicago, IL)
Age: 34 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- Providing grants to colleges is great, but it would be more effective if there's more outreach to high school teachers and students too.
- I'm hopeful it will make a difference for students transitioning to college.
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 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
Educational Consultant (Miami, FL)
Age: 28 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- This policy might provide the necessary resources to enhance collaborative programs, especially to bridge gaps in student readiness for college.
- But success depends on how well those resources are deployed.
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 | 8 | 8 |
| Year 20 | 7 | 7 |
Community College Student (San Antonio, TX)
Age: 22 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- I'm really worried about balancing work and school, so any support that could help me focus more on studying is welcome.
- The policy sounds promising if it genuinely addresses financial hurdles.
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 | 9 | 4 |
| Year 10 | 8 | 4 |
| Year 20 | 7 | 3 |
University Administrator (Albuquerque, NM)
Age: 46 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- The grants are an opportunity to strengthen our relationship with local schools and prepare students better.
- We have to ensure the resources are used effectively to make substantial changes.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 5 |
High School Student (Phoenix, AZ)
Age: 18 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 9/20
Statement of Opinion:
- I haven't thought much about college specific strategies, but if this makes college more accessible, it's a good thing.
- I hope it can help with things like financial aid awareness, those are big stresses for me and my family.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 5 |
Parent (New York, NY)
Age: 40 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I just want my son to have all the opportunities I didn't, and if this policy eases his way into college, I'm all for it.
- However, it should also address the basic needs which often hold kids back.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
Graduate Student (Houston, TX)
Age: 29 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- The independent evaluation of the grant activities is crucial to ensure they truly benefit the students.
- The success of this act could set a precedent for other minority-serving institutions.
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 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 8 | 8 |
Retired (El Paso, TX)
Age: 60 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 2/20
Statement of Opinion:
- Investments in education can transform communities, but it needs careful monitoring to ensure it reaches those in true need.
- This policy is a step toward recognizing the educational disparities faced by our community.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
College Counselor (San Diego, CA)
Age: 32 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- This policy could facilitate more collaboration with nearby colleges and result in practical benefits for students.
- We need continuous communication between educational levels to make the transition effective.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Cost Estimates
Year 1: $500000000 (Low: $400000000, High: $600000000)
Year 2: $505000000 (Low: $405000000, High: $605000000)
Year 3: $510050000 (Low: $410050000, High: $610050000)
Year 5: $520201000 (Low: $420201000, High: $620201000)
Year 10: $541286105 (Low: $441286105, High: $641286105)
Year 100: $890374537 (Low: $790374537, High: $990374537)
Key Considerations
- Hispanic-serving institutions play a crucial role in providing access to higher education for Hispanic and Latino students.
- The act aims to address systemic barriers that this population faces in higher education.
- The implementation and oversight of grant activities require careful planning to ensure meeting policy goals.