Frances Contreras

Bio: Frances Contreras is an academic researcher from University of California, San Diego. The author has contributed to research in topics: Higher education & Racism. The author has an hindex of 9, co-authored 16 publications receiving 1335 citations. Previous affiliations of Frances Contreras include Stanford University & University of Washington.

The Latino Education Crisis: The Consequences of Failed Social Policies

Abstract: Will the United States have an educational caste system in 2030? Drawing on both extensive demographic data and compelling case studies, this powerful book reveals the depths of the educational crisis looming for Latino students, the nation's largest and most rapidly growing minority group.Richly informative and accessibly written, "The Latino Education Crisis" describes the cumulative disadvantages faced by too many children in the complex American school systems, where one in five students is Latino. Many live in poor and dangerous neighborhoods, attend impoverished and underachieving schools, and are raised by parents who speak little English and are the least educated of any ethnic group.The effects for the families, the community, and the nation are sobering. Latino children are behind on academic measures by the time they enter kindergarten. And while immigrant drive propels some to success, most never catch up. Many drop out of high school and those who do go on to college - often ill prepared and overworked - seldom finish.Revealing and disturbing, "The Latino Education Crisis" is a call to action and will be essential reading for everyone involved in planning the future of American schools.

Sin papeles y rompiendo barreras: Latino students and the challenges of persisting in college.

Abstract: Undocumented Latino students in higher education represent a resilient, determined, and inspirational group of high achievers who persevere and serve as a model for success. Here, Frances Contreras presents a qualitative case study consisting of twenty semistructured, in-depth interviews with undocumented Latino students in an effort to help readers understand the experiences and challenges facing them in higher education in Washington State. Contreras's research explores the navigational processes these students employ in pursuing higher education and fulfilling their educational aspirations. Her findings provide insight into the implementation of HB 1079—the Washington State DREAM Act—in multiple institutional contexts and make recommendations for national and state policy communities. Her findings also demonstrate the critical need for universities to examine their institutional practices and efforts to support these achievers who have already beaten tremendous odds by entering the halls of higher educ...

Access, Achievement, and Social Capital: Standardized Exams and the Latino College-Bound Population:

Abstract: This exploratory study illustrates the differences in achievement between Latino college-bound students compared to their White counterparts with respect to key background and achievement variables. This research presents the gaps in “inputs” that Latino students possess regarding disparate income, parent education levels, access to Advanced Placement courses, and performance on standardized exams. The author presents descriptive statistics on college-going students, comparing Latino students to other high school test takers in the country.

Raising the Bar for Hispanic Serving Institutions An Analysis of College Completion and Success Rates

Abstract: Hispanic serving institutions (HSIs) in California have the potential to play a key role in raising Latino college completion rates. However, while HSIs provide access to higher education for Latinos, student success, persistence, and completion rates remain low. This study utilized the Integrated Postsecondary Education Data System and the California Community College Data Mart to examine student outcomes at 2-year and 4-year HSIs in California. Among the key findings, the majority of HSIs show lower college completion rates between Latino students and their peers despite promising persistence rates and college units earned. The findings suggest that traditional models of success may be less relevant for Latino students in predicting college success and 4-year degree completion. Finally, this study introduces new approaches for HSIs to consider in their data collection, reporting, and analytical processes to better serve Latino students and increase college success and completion.

Why Are All the Black Kids Sitting Together in the Cafeteria

Abstract: Race and Racism w “Why Are All the Black Kids Sitting Together in the Cafeteria?” featuring Dr. Beverly Tatum’s book. w “Recovering from Racism: Redefining What it Means to be White.” w “50th Anniversary of Brown vs. Board of Education.” w “The Mis-Education of the Negro” featuring Dr. Carter Woodson’s book. w “Moving Past the Margins: Creating successful strategies for Black males on campus,” presenting the Black Male Development Initiative (BMDI). w “He had a Dream... What is Yours?” Addressing Dr. King’s “I Have a Dream” speech and its current relevance in our society. w “Demystifying Malcolm X.” w “Racial Stereotyping and Responses to Terrorism.” w “Racial Stereotyping – Responding to Fear.” w “Free, White and (over) 21: Being White in a Multicultural World.” w “Constructing Race and Ethnicity in the 21st Century.” w “How did I Learn about Culture and Race?” Sharing your personal experiences and memories of moments where you become aware of similarities and differences among people. w “ABC: American-Born... and Confused?” w “The Invisible Asian: Where are the Asians in Diversity?” w “100 Years of Race Talk: Is It Enough?”

The flat world and education: how America’s commitment to equity will determine our future

Abstract: by Linda Darling-Hammond, New York, NY, Teacher’s College Press, 2010, 394 pp., £20.91 (paperback), ISBN 978-0-8077-4962-3 In The flat world and education: how America’s commitment to equity will d...

The Common Core State Standards for Mathematics

Abstract: The Common Core State Standards for Mathematics (CCSSM) was published in 2010 and includes a complete collection of standards that are published and reviewed as a ‘common core’ in which math skills have been extensively adopted. The recommendations provided have been entirely or partially adapted by more than 47 states of the US. Authorities have commited and incredible amount of time, money and resources in creating these new standards and additional effort will be required to implement these standards The new math standards address two established issues in US education, the ordinary quality of mathematics learning and equal opportunity in U.S. schools. It is a fact that deprived students are most likely to have inexperienced or under qualified teachers, and children from impoverished families are much less likely to have the same kind of supports or enrichment opportunities than their more fortunate peers. It is important for the authorities to produce and adapt material for the development of children in such a way that it can clearly address the content and practice of math for the CCSSM and this material should be able to give learning and teaching methods which are in line with CCSSM. It is concluded from this research that there are challenges that have emerged for implementation of CCSSM in which basic challenges include issues of quality, equality, challenges for math teachers, and teaching CCSSM to disabled students.