ENLACE EvalReport03

ENLACE of Hillsborough
2003 Annual Evaluation Report
Teresa Nesman
Linda Callejas
Ivy Garcia
Mario Hernandez
July 28, 2004

Acknowledgements
We wish to thank the following people for their contributions to this report:
Norma Cano-Alvarez- University of South Florida ENLACE Coordinator

Catherine Batsche- ENLACE Principal Investigator
Rose Diaz- School District of Hillsborough County
Jaymie McCain - College of Nursing, University of South Florida
Vivien Oliva- Bilingual Guidance Counselor, School District of Hillsborough County
Donna Parrino- ENLACE Project Director
Maggie Sánchez- Hispanic Services Council ENLACE Coordinator
Salvador Torres, Hillsborough Community College ENLACE Coordinator
ENLACE of Hillsborough
List of Partners & Collaborators
Management Team Members

Catherine Batsche, Principal Investigator, University of South Florida
Donna Parrino, Executive Director, University of South Florida
María Pinzón, Executive Director, Hispanic Services Council
Carlos Soto, President, Hillsborough Community College-Brandon Campus
Dan Valdez, Assistant Superintendent of Human Resources, School District of
Hillsborough County
Implementation Team Members

Coordinators
Norma Cano-Alvarez, University of South Florida
Rose Diaz, School District of Hillsborough County
Maggie Sánchez, Hispanic Services Council
Salvador Torres, Hillsborough Community College
Family Support Specialists (FSS)

Sasha Classe, East Bay Cluster, Hispanic Services Council
Karla Polanco, Plant City Cluster, Hispanic Services Council
Yamil Vega, Leto Cluster, Hispanic Services Council
School Liaisons
Patricia Carranza, Eisenhower Middle School
Sonia Castellana, Leto High School
Alice Eisenberg, Marshall Middle School
Gregorio Burgos, Tomlin Middle School
Alma Gonzalez-Haskins, Pierce Middle School
Marcia Marrero, Webb Middle School
Doris Ripoll, McLane Middle School
Nilsa Ruiz, Plant City High School
Rose Tozzi, Dowdell Middle School
Ansberto Vallejo, East Bay High School
Evaluation Team Members

Linda Callejas, Louis de la Parte Florida Mental Health Institute
Ivy Garcia, Louis de la Parte Florida Mental Health Institute
Mario Hernandez, Director, Louis de la Parte Florida Mental Health Institute
Teresa Nesman, Louis de la Parte Florida Mental Health Institute
Collaborators
Vivien Oliva, Bilingual Guidance Counselor, School District of Hillsborough County
Jennifer Gonzales-Young, Bilingual Guidance Resource Specialist, School District of
Hillsborough County
Martha Guzmán, The Children's Board of Hillsborough County
Table of Contents
Introduction 1
Research questions 1
Evaluation activities and methodologies 2
Structure and functioning of ENLACE partnership 3

Engagement of partners 3
New partnerships 4
Key partnership activities 4
Responsibility for implementing ENLACE 6
Key decision-makers and leadership within the partnership 8
Types of programs/activities implemented 8

New programs 8
Core programs developed specifically through ENLACE 9
List of programs/services and participants- Table 1 10
Key outcomes and accomplishments 13
Programmatic challenges 16
How programs are woven together to address student needs 17
Core Program Descriptions and Outcomes 18

ALAS 18
Atrévete 21
Boletínes 22
Cuentos de mi Familia 24
DAR Tutoring/Mentoring 26
El Centro HCC 28
El Centro USF 30
ENLACE Day HCC 31
ENLACE Day USF 33
Family Support Specialists 35
Florida Forum on Hispanics and Education 38
Hispanic Scientist of the Year Program 39
Latino Issues Grant-writers Alliance 41
Linea de Ayuda 43
Nursing Professionals of the Future 44
Pasos al Futuro 46
Princeton Review SAT Prep 48
Information on Policy/Systemic Change 48

State and Federal Policy Initiatives 49
Institutional Policy Initiatives 49
Evaluation Challenges 50
Plans for Collecting 2004 Outcome data 51

Appendices 52
A-Partnership Conceptual Model 52
B-ENLACE High School Senior Survey 2004 53
C-MIS Data Summaries 57

University of South Florida 57
Hillsborough Community College 61
Hillsborough County School District 63
D-ENLACE Logic Model 72

ENLACE of Hillsborough Annual Evaluation Report- 2003
Introduction
The purpose of the evaluation is to engage the core ENLACE partners in holistic thinking
that emphasizes the understanding and articulation of the overall strategy rather than focusing
on specific programs. The evaluation has been designed to support, reinforce, and enhance the
attainment of desired ENLACE outcomes. To this end the evaluation uses a participatory
approach, in hopes that the findings will be integrated into program delivery and management.
In this manner program staff and participants come to know what is being evaluated and know
the criteria for judging success. An expected result of this approach is that the evaluation
becomes a component of the intervention itself.
Overall the evaluation is framed by the ENLACE conceptual framework (See Figure 1). It
represents the expectations of implementers and depicts the actual strategies that are used to
achieve the ultimate outcomes of ENLACE. In this manner, it represents a local theory of action,
which is what the evaluation both monitors and measures for impact. The impact on evaluation
of such a participatory approach is that many aspects of the evaluation are negotiated with
stakeholders. As a result, many of the indicators used in the evaluation have changed over time
as stakeholders have become more aware of the evaluation’s role in program implementation
and improvement.
Research Questions
The evaluation is focused on the areas of impact, process and sustainability of ENLACE.
Each of these areas has associated research questions, which include:
1) Impact
Is the number of Latino students completing higher education increasing?
Is the number of Latino students successfully transitioning through the
educational pipeline increasing?
2) Process
Are the interventions being implemented as originally designed?
Do the intended participants accept the interventions?
3) Sustainability
To what extent are students, families, and community members involved in
implementing ENLACE?
Are the partners building a relationship by moving cohesively from cooperation to
collaboration?
What outside resources are the partners bringing to and committing to ENLACE
activities?
To what extent are ENLACE efforts institutionalized within the core partner
institutions?
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Figure 1. Conceptual framework.
Evaluation activities and methodologies
Using the ENLACE theory of action, the evaluation employs a mixed method case study
evaluation design. This design was chosen because of the complex nature of the local theory of
action. Inherent in this complexity is the evolution of the theory of action and the program
strategies that continue to emerge or change as a result of lessons learned throughout
implementation. Accordingly, the case study design has taken a developmental approach and
remains flexible in order to capture changes and modifications in strategy. In order to
accomplish this, the evaluation taps into various aspects of implementation and describes the
normative format following the evaluation questions. In addition, the evaluation identifies
obstacles, solutions, and changes to the implementation of the original strategies shown in the
conceptual framework (Figure 1) and will continue to refine the framework given the information
collected above.
The techniques are mixed, qualitative, and quantitative, and draw upon various points of
view. Some of the techniques used for answering key research questions and the stakeholder
groups that provided the information in 2003 were:
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Observation: Partnership, community and student meetings
Survey questionnaires: Students, teachers, tutors/mentors
Interviews: School liaisons, program coordinators
Student tracking: MIS databases at USF, HCC and SDHC; high school student records
Technical assistance meetings: Management team, implementation team
Some evaluation activities were conducted on an on-going basis, while others were
scheduled to follow implementation of a particular intervention. For example, observations of
team meetings took place on a monthly basis, whereas technical assistance took place as
needed each quarter and surveys and student tracking were conducted at the end of the school
year. Individual interviews were conducted with the project director, school liaisons and program
coordinators to develop descriptions of programs as they were implemented, perceptions of the
level of partnership between partners, and progress toward sustainability.
Data analysis consisted of various processes depending on the type of data. Program
activities were quantified and classified by implementation domain within the initiative’s
conceptual framework. Observational, interview and survey data were also classified by domain
and then analyzed to identify emerging trends, patterns, and challenges. Student tracking was
based on aggregated data provided by the research and evaluation departments at each
educational partner institution.
Structure and functioning of the ENLACE partnership
The ENLACE partnership structure includes a Management Team and Implementation

team, each composed of members from the partner institutions. In addition, School Liaisons
from each middle school and high school, Parent Peer Navigators and representatives from
local funders attend meetings once or twice per semester. The Latino Coalition was appointed
in 2003 as a community advisory board to provide input on ENLACE goals and activities as well
as to assist in planning for sustainability.
The partnership functions through collaboration of Management Team members

with the Principal Investigator (PI) and Project Director (PD) in oversight and
troubleshooting for all grant activities. Implementation Team members are responsible,
along with the PD, for day-to-day operation of grant responsibilities of their institutions.
School Liaisons collaborate with the Implementation Team in planning and
implementation of school-related activities on an ongoing basis. Family Support
Specialists work with the Hispanic Services Council ENLACE Coordinator to implement
outreach and support services within the three school cluster areas.
Engagement of partners
Indicators of collaboration show both Management and Implementation teams remain

engaged in efforts that further the goals of ENLACE and contribute to group functioning.
Indicators tracked in 2003 included attendance at monthly meetings, communication by e-mail
and phone, and individually as well as jointly implemented activities. There was ample evidence
of regular communication and coordination for planning and problem-solving occurring both
during and outside of team meetings, particularly between the Project Director, Coordinators
and School Liaisons. Partners have been expanding their focus this year from building shared
programs that are fully funded by ENLACE to engaging faculty and administration within their
institutions in order to sustain ENLACE’s vision beyond the grant funding period.
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New partners
Management and Implementation team members held individual and joint meetings with
potential new partners this year, including Catholic Charities’ San Jose Mission, Bethel Mission,
and Iglesia de Dios Pentecostal. Relationships were also built with potential funders, including
Capital One and the Lumina Foundation. In addition, Management and Implementation team
members each met with partnering departments or programs within their respective institutions
as well as across institutions (See partnership conceptual model in Appendix A).
Key partnership activities
Examples of the types of activities that are key to the partnership are described below,
and are based on the partnership framework developed by ENLACE Hillsborough in 2002.
Collaboration between partners resulted in the successful implementation of Pasos al

Futuro College Nights in Spanish during 2003. College Nights were provided by the Office of
Bilingual Guidance Services (OBGS) of SDHC at two ENLACE high schools (Plant City HS and
Leto HS) and two other high schools with high Latino populations (Jefferson HS and
Chamberlain HS). ENLACE partners that participated included the PD, High School Liaisons,
HSC Family Support Specialists, Hispanic parents/students, SDHC Guidance
Counselors/Career Specialists/Guidance Resource Specialists and Coordinators from HCC,
USF and SDHC. The OBGS office collaborated closely with ENLACE Implementation Team
members to plan the events, and Implementation Team members attended each of the
meetings to talk to parents and students about ENLACE and assist with translation.
HCC’s Brandon Campus President, Carlos Soto and the PI collaborated on a grant
proposal to the Lumina Foundation to develop Personalized Transition Plans for Latino students
as they transition from high school to community college, and ultimately to the university. Also
involved in review and consultation for the proposal preparation were the PD, HCC and USF
ENLACE Coordinators and USF-ATSS (Adult Transfer Student Services) personnel.
The USF and HCC Coordinators worked with school liaisons and USF and HCC student
tutors/mentors for orientation, program refinement and follow-up feedback in implementing the
new DAR tutoring/mentoring program. In addition, the PD and USF and HSC collaborated on a
joint presentation at the 150,000 Kids Growing Strong and Resilient conference of the USF
Collaborative for Children, Families and Communities in October, 2003. The workshop, entitled
“Engaging Latino Students and Parents” highlighted ENLACE activities at cluster middle
schools, including the DAR program, through presentations by ENLACE USF tutors/mentors
and USF and HSC Coordinators.
USF, HCC, School Liaisons and the SDHC Coordinator worked together to implement
ENLACE days at HCC Brandon and at USF for over 250 high school students in Spring and Fall
semesters. Planning for these trips included scheduling of faculty and staff as workshop
facilitators, preparing and chaperoning students, coordinating transportation and billing.
The SDHC Coordinator worked closely with the PD, HSC and each school to ensure that
funds were available for hospitality monies for school activities and School Liaisons’ stipends.
The SDHC Coordinator was also involved in on-going advocacy activities to assist in problem-
solving among School Liaisons and their school administrators, using mediation techniques to
resolve issues between families and schools, and was requested to conduct a cultural
competence workshop for school administrators focused on Latinos.
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The evaluation team hosted and facilitated a “Taking Stock” retreat with the
Implementation Team in fall of 2003 to plan for sustainability of ENLACE. The evaluation team
compiled results and feedback was solicited from Management Team members. The PI, PD and
evaluation team then drafted a “Focused Strategy” logic model entitled “ALAS” (Figure 2) and a
“Sustainability logic model” (Figure 3). Feedback provided by team members was incorporated
into the final versions of the logic models.
Figure 2: ALAS Logic Model
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Figure 3- Sustainability Logic Model
Responsibility for implementing ENLACE
All core partners were responsible for implementing their assigned tasks related to
ENLACE’s overall strategies, as well as promoting ENLACE in their institutions and the
community and ensuring sustainability. The PD communicated implementation updates and
issues through e-mail and at team meetings, where there was additional discussion and
decisions were made or deferred. Coordinators, Family Support Specialists and School
Liaisons carried out the implementation of decisions made, often revising plans to fit the realities
of schools and communities. Reports about implementation challenges and successes were
given at team meetings.
Partners were involved in decisions across the partnership as well as on an advisory

basis for some decisions made within institutions. For example, HCC Brandon Campus
President headed up the Lumina grant implementation and included ENLACE partners in
planning for the new South County HCC campus in the community of Ruskin. These plans
included office and classroom space for HSC and the USF Center for Migrant Education, ESOL
classes for SDHC, and an LPN training program linked to a new high school nursing program.
The HCC Coordinator concentrated on partnerships with other units within HCC as a way to
ensure sustainability of ENLACE goals. In particular, he was involved in campus activities such
as providing information about ENLACE to faculty and students and assisting with fall
registration. He also involved unit faculty and staff in ENLACE Day, the National ENLACE
networking conference, community meetings, and sponsored their attendance at conferences to
further their skills with International, Latino, and First-time-in-college students.
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The SDHC (school district) addressed ENLACE’s goals at both district and school levels.
The district requested and received funding for support for Limited English Proficient (LEP) and
immigrant populations, partly attributable to ENLACE’s advocacy for the needs of Latinos in
Hillsborough County. This federal grant will enable continuation of two district-wide bilingual
guidance counselors, three bilingual psychologists and two bilingual social workers, and targets
LEP, refugee and immigrant populations. Funds will be available to schools to buy equipment,
hire personnel and provide a potential means for sustaining the DAR tutor/mentor program.
Another SDHC grant provides some ENLACE schools (Leto, Pierce, Eisenhower, East Bay)
with an ESOL literacy teacher that will work one on one with students and train a cadre of
teachers to help develop both English and second language literacy.
At the school level, School Liaisons worked at weaving ENLACE goals into the fabric of
their schools through translation, outreach, mediation and advocacy efforts. Many activities
were conducted along with other partners, such as parent meetings, Nursing Clubs, Cuentos de
mi Familia activities, STARZ field trips, ENLACE Day field trips, DAR tutoring/mentoring and
Hispanic Hometown Heroes presentations. Liaisons worked at ensuring that materials sent to
Latino parents were available in Spanish and translation was available at Family Nights and
Open Houses. In addition, presentations were made at faculty and department head meetings
to promote ENLACE’s goals and activities and at assemblies for Latino students to increase
awareness about ENLACE. Some Liaisons contacted parents directly to inform them of
ENLACE activities or made ENLACE related literature available to parents through the Student
Services Office at their schools. Liaisons were also involved in numerous meetings with Latino
students, parents and teachers to increase understanding of school policies and minimize
cultural and linguistic barriers, especially when behavioral or grade problems had arisen. Some
Liaisons called Latino parents by phone to encourage them to attend School Advisory
Committee meetings and/or translated at meetings, while others made presentations to parents
in Spanish on special topics such as Educational Career Plans (ECP) or FCAT. Most Liaisons
sponsored pre-existing Latino clubs or created clubs to provide students with opportunities to
interact and to participate in service projects that benefit the Latino community (e.g. East Bay’s
Club Impacto assisting with Octoberfest at Wimauma Elementary; “Yes I Can” mentoring by
Plant City high school students for Tomlin middle school students; Tomlin’s Club Arriba after
school program participation in the county Coastal Cleanup).
USF emphasized implementation of new and continuing programs (Nursing Clubs,

Cuentos, DAR, Café con Leche, Hispanic Scientist of the Year, etc.) and maintained and built
new partnerships. Planning for sustainability also became more focused, including meeting with
key people in Student Affairs to discuss sustainability of the ENLACE Coordinator position
through their office, and building relationships with key advocacy and academic contacts on
campus such as the Latin Advisory Committee, Latin American and Caribbean Studies program,
and the Latino Scholarships program. In addition, the PD attended the White House Conference
on Faith-Based and Community Initiatives on recommendation of School District coordinator for
community outreach to learn about opportunities for collaborative grants. At this conference she
established contact with Mr. Braulio Colon, Florida Department of Education Field Director for
the Office of Communications, External Affairs. The PD and PI also began developing a
concept paper to present to the USF President for continuation and expansion of ENLACE
goals at the university.
The ENLACE evaluation team continued attending ENLACE meetings and activities and
provided quarterly reports to inform decision-making. The evaluation team also applied for and
was awarded a three-year federal grant from the U.S. Department of Education, which was
based on evaluation findings in 2002, pointing out the critical need for services in the rural East
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Bay cluster. The grant funds the development of a model of service provision that incorporates
community workers into existing school-linked mental health/wraparound teams. During 2003,
the “RAICES/Promotoras” project was successful in leveraging local funding for placement of
teams in elementary schools in the rural East Bay cluster, where these teams have not
previously existed.
Key decision-makers and leadership within the partnership
Decision-making was typically shared across partners when appropriate, although some
decisions were made by the PD and PI based on their estimation of the urgency of the issue or
relevance to other partners or at the request of the Management Team. For example, in the
design of the ALAS and Sustainability models, input was used from the Implementation and
Management teams to create the model, then feedback was given by all team members prior to
the creation of the final version. In general, decisions were made by individual partner agencies
about responsibilities and programs within their own institutions. These decisions typically did
not involve other partners, except by informing them at team meetings.
The PD developed the agenda and chaired Management and Implementation team
meetings throughout most of 2003. Based on input from the teams and a decision made by the
Management Team, the Implementation Team began using a rotating chairperson model in
December 2003. The Management Team also decided to meet once per semester with the
Implementation Team in order to better coordinate planning and decision-making.
Coordinators made decisions with input from the PD or their Management Team
representative and often made joint decisions among themselves about program
implementation such as DAR, ENLACE Day or College Nights. School Liaisons made decisions
about programs at their individual schools with direction from school personnel and
administrators as well as the SDHC Coordinator and the PD. Students were involved in clubs at
their schools/colleges and made decisions related to these activities, particularly as several of
ENLACE students were club officers and were involved in inter-club planning councils at HCC
and USF. Parent input to decisions was primarily through involvement in Parent Leadership
Academies and occasional attendance of Parent Peer Navigators at Implementation meetings.
Types of programs/activities implemented
Over 33 programs/activities were implemented, as indicated in Table 1.

Programs/activities were categorized according to the main strategies of ENLACE Hillsborough,
which include Community and Family Outreach, Leadership Development, Policy Analysis and
Advocacy, and Critical Transition Points. Many additional activities were part of Partnership
Development or were specific activities led by School Liaisons at each of the 3 ENLACE high
schools and 7 middle schools. As can be seen, a great deal of time and effort was expended in
2003 in partnership development, which is related to the low level of cross-agency partnerships
focused on Latino issues existing prior to ENLACE and the need to address sustainability. In
addition, all partners were involved in strategic responses to emerging issues, such as the
increasing need for HCC and USF to consider policies and procedures of each institution that
affect the admission of undocumented students.
New programs
New programs in 2003 included DAR Tutoring/Mentoring, Nursing Professionals of the

Future, Latino Issues Grant-writers Alliance, the Statewide Forum, ALAS and Pasos al Futuro.
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New field trips included the Museo del Barrio at the Tampa Museum of Art and a campus visit to
the University of Tampa.
Core programs developed specifically through ENLACE
Core programs were defined as those in which we put the most effort, are specifically
designed by ENLACE to meet needs we identified, are innovative, and are based on the
characteristics of the Latino communities we serve. Based on these criteria, the following
programs were included as core programs:
• MOSI Hispanic Scientist of the Year Program
• Media Outreach: Linea de Ayuda/Univision collaboration
• Cuentos de mi Familia
• Nursing Professionals of the Future Program with USF School of Nursing
• ENLACE Day- HCC and USF
• Pasos al Futuro- College Information Nights for parents (in Spanish)
• DAR Tutoring/Mentoring Programs- HCC and USF
• ALAS! at each high school
• PSAT/SAT Test Prep
• Family Support Specialists through HSC
• Printed materials: Boletínes (USF) and Atrévete (HCC)
• LIGA at USF
• El Centro- USF and HCC
• Latino Education Forum with ENLACE Miami
Table 1 shows the number of each type of participant in each strategy area for all 33 ENLACE
Hillsborough programs. These numbers do not represent unduplicated counts.
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Table 1: ENLACE Programs and Participants Served During 2003
Number of Participants
Program or Activity Program Type Parents Community Students Postsecondary Teachers/ Professors/
(P) Leaders/Community K-12 Students School College
at Large (M,H,SIB) (C) Staff Staff
(Community) (SS) (PRO)
Outreach Community and Family 78 20 1802 41
Outreach
Media Outreach Community and Family 1000 40 2
Outreach
Linea de Ayuda Community and Family 4201 13 2 3
Outreach
ENLACE Express Community and Family 1442 60 3240 204
Outreach
Latino STARZ Community and Family 20 280 807 15 20
Outreach
Family Support Community and Family 982 3 837 56 71 20
Specialists (FSS) Outreach
Sub-totals Community and Family 2522 1783 6726 110 292 45
Outreach
Student Concilio Leadership 227 635 130
Development
DAR Leadership 31
tutoring/mentoring Development
training
Parent Leadership Leadership 136
Academies Development
Parent Peer Leadership 3
Navigators Development
LIGA Leadership 23 118
Development- Faculty
1
Univision has a viewership of over 404,000 across a ten-county area. The number of participants indicated are only those that called in to the help line. Many others
were reached by watching the program, which provided information about ENLACE and college access. In addition, 24 PSA announcements aired during the next
few months after the Linea de Ayuda.
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Enhancement
ESCALERA Leadership 31 2
Development
FSS-Cultural Leadership 231 200
Competence Development
Sub-totals Leadership 366 23 635 161 261 320
Development
College Admissions Policy Analysis and 50 30
Advocacy
Bright Futures Policy Analysis and 50 100
Advocacy
Statewide Forum Policy Analysis and 20 50 50 100
Advocacy
Policy and Advocacy Policy Analysis and 6 50
meetings Advocacy
Policy briefs- DREAM Policy Analysis and 80 20
Act (state & federal) & Advocacy
Bright Futures
Scholarship
Sub-totals Policy Analysis and 20 180 50 6 50 300
Advocacy
Cuentos de mi Familia Critical Transition 72 92 20
Points-Middle School to
High School
Yes We Care Critical Transition 30
Points-Middle School to
High School
DAR Critical Transition 117 10 6
tutoring/mentoring Points-Middle School to
High School
Nursing Professionals Critical Transition 20 686 2
of the Future Clubs Points-Middle School to
High School
ENLACE Day Critical Transition 5 789 20 14
Points-High School to
College
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Pasos al Futuro Critical Transition 449 195
College
Test Prep Critical Transition 388
College
School Liaison Critical Transition 133 314
activities at schools Points
Hispanic Hometown Critical Transition 77 10
Heroes Points-High School to
College
Upward Bound Critical Transition 10 5
College
Transfer Consortium Critical Transition 8
Points- 2-year to 4-year
program
Bienvenidos Critical Transition 100 30 500 2092
program
El Centro Critical Transition 1040 30
program
GRE test prep Critical Transition 13
Points- 4-year program
to Graduate school
Café con Leche Critical Transition 39 120
seminars Points- 4-year program
to Graduate school
Sub-totals Critical Transition 779 30 3198 3224 20 185
Points
Totals 3687 2016 10,609 3501 623 850
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Key outcomes and accomplishments
Key outcomes for ENLACE in 2003 are tied to the Sustainability logic model, which specifies
outcomes at the Partnership, Student/Family, and Institutional levels. Outcomes were determined
through tracking of activity reports submitted by each Coordinator and the PI and PD; surveys conducted
with 2003 and 2004 graduating high school seniors, and a follow-up survey with 2003 high school
graduates; observations of partnership activities and meetings; evaluation surveys of field trips; services
and outcome data reported by HSC to their local funder; and aggregated MIS data from USF, HCC and
SDHC.
Key partnership outcomes for 2003 included maintaining a regular schedule of meetings,
increasing participation within institutions, and creation of a Memorandum of Understanding between the
School District and Hispanic Services Council to allow Family Support Specialist to work with ENLACE
schools. An additional outcome was receiving funding/institutional support for several priority programs.
Outcomes related to involvement of partners included increased number of participants and maintenance
of partner involvement across ENLACE strategy areas, as shown in Table 2. In general, participation of
all partners and other participants increased as programs were added according to the ENLACE timeline
and as ENLACE became better known and accepted as a viable resource in the community. The
numbers in Table 2 do not represent unduplicated counts.
Similarly, a key student and family outcome was the level of interest, satisfaction and involvement
of students and parents in ENLACE activities in 2003. This may possibly be linked to the more focused
efforts of ALAS and the improved access to parents by the Family Support Specialists (FSS) due to the
Memorandum of Understanding. Some evidence for maintained and/or increased involvement of
students and parents is provided through the Hispanic Services activity reports and annual outcomes
report. For example, 629 families attended school activities at which FSS were involved, and 341
received services through FSS. Most families who responded to the follow-up survey were satisfied with
services (98%), found the information provided was useful (80%), and contacted the agencies to which
they were referred (60%). Evidence for student involvement is also provided by the high school Senior
Survey of 2004 (Appendix B). Results indicate that most seniors (85%) felt their level of participation
was “regular” or “high” (this question was not included in the 2003 Senior Survey). Students that were
not able to take advantage of the activities that ENLACE offered associated this with having to work after
school and having limited time.
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Table 2. Number of Participants by Year- ENLACE 2001-2003
2001 Outreach
2001 Outreach 350 USF
2001 Outreach 627 HCC
2001 Outreach 440 SDHC
2001 Outreach 522 HSC
2001 Outreach 1210 PD
2001 Leadership
2001 Leadership 945 USF
2001 Leadership 548 HCC
2001 Leadership 150 HSC
2001 Transition
2001 Transition 2147 USF
2001 Transition 3215 HCC
2001 Transition 67 SDHC
2001 Transition 425 HSC
2001 Transition 1238 PD
Total 2001 11,884
Outreach
Leadership
2002 Leadership 18 SDHC
2002 Transition
Total 2002 15,695
2003 Outreach
2003 Outreach 2979 PD
2003 Leadership
2003 Leadership 944 SDHC
2003 Leadership 65 PD
2003 Transition
2003 Transition 250 PD
2003 Policy & Advocacy
2003 Policy & Advocacy 606 PD/PI
Total 2003 21,286
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Another key outcome was increased awareness of the process to enter college among Latino
students and their parents, resulting in greater percentages of ENLACE students being accepted into
college. Senior Survey responses indicate that more seniors involved in ENLACE graduated with a
standard diploma, applied to college and were accepted into college in 2004 compared to 2003 (Table
3). Although the numbers surveyed were small (48 in 2003 and 17 in 2004), the trend is consistent
across indicators.
Table 3. Leto Senior Survey Data

% students surveyed
2003 2004
Standard diploma earned 94 100
Applied to post-secondary school 78 91
Accepted to post-secondary school 65 91
The Senior Survey was also conducted at a second high school in 2004, in order to compare
outcomes across ENLACE high schools with different populations and school contexts (See Appendix C
for comparison of school cluster student populations). The results indicate that differences in outcomes
did occur for students at the two high schools (Table 4). The table below shows that East Bay students
surveyed reported lower rates of graduation with standard diplomas and acceptance to post-secondary
schools (including university, college, or technical school) than did Leto students. Despite these rates,
the percentage of East Bay students who reported applying to post-secondary schools was only slightly
lower. Although survey respondent selection may have contributed to these results, differences in figures
appear to highlight differences between the student bodies at these ENLACE schools. Although we can
not definitively point to the factors contributing to these differences, we believe that these student
populations and school contexts should be further investigated in order to discern whether factors such
as place of birth, socioeconomic background, migrant status, English language proficiency, as well as
community context, race/ethnic distribution, and faculty characteristics may be associated with
differences, and if so, to what degree. We further posit that the table below indicates, albeit indirectly, the
impact of ENLACE activities upon East Bay students. Despite lower reported rates of graduation with a
standard diploma, these students are applying for post-secondary schools in the effort to further their
education. These data suggest that ENLACE’s message of “¡Si, se puede!” (“Yes, you can!”) is reaching
the students at both schools.
Table 4. East Bay and Leto Comparison- 2004 Senior Survey Data
% students surveyed
East Bay Leto
Standard diploma earned 59 100
Applied to post-secondary school 85 91
Accepted to post-secondary school 52 91
The themes brought out by responses to short-answer questions on the Senior Survey also
provide qualitative evidence for student and family outcomes. Most students indicated that ENLACE
inspired them to pursue higher education as they met other Hispanics and learned that college was
possible for them. ENLACE was described as providing practical help in fulfilling high school graduation
requirements and starting the college and financial aid application process early, as well as providing
personal encouragement and inspiration. “It really helped me to have other successful Hispanics
encourage us to do our best. I believe it is important because Hispanics usually are not informed enough
or don't think they will make it out in college, so it helps to receive encouragement from other Hispanics.
It gives you a more familiar feeling and helps you feel comfortable with the transition between high
school and college.” Respondents indicated that the information provided about colleges, universities,
financial aid, and scholarships was very useful to both themselves and their parents, “It advised my
15
family of the things that I would need for college and helped them get more prepared for this transition”;
and this was especially helpful because information was provided in Spanish, “My mother is more
informed about college because there are Spanish-speaking people to talk to.” Students also felt that
their parents came to realize that college is more accessible and realistic than what they had thought
previous to their involvement in ENLACE, “It was that I was able to understand things about financial aid
and so did my parents. Because without financial aid my parents would have not been able to send me
go to college.” Finally, students commented that ENLACE opened their eyes to the options and
opportunities available to them, “They showed me many options and paths to choose many available
opportunities I could take; [I] learned the advantages Latinos have when it comes to higher education.”
Key institutional outcomes included increased attention to Latino student issues, hiring of
bilingual/bicultural personnel and greater participation in activities that build awareness of the need to
improve cross-cultural interactions in departments or programs within HCC, USF and the School District.
Outcomes for USF also included increased Latino undergraduate and FTIC student applications,
increased numbers of Latino transfer students from HCC to USF, and increased numbers of degrees
awarded to Latino undergraduate students (See Appendix C). Important outcomes for Hillsborough
Community College included increased enrollment of Latino students at two campuses most closely
associated with ENLACE high schools (Appendix C). School District outcomes for ENLACE cluster
schools included decreased numbers of Latino student suspensions, slight increases in Florida
Comprehensive Assessment Test (FCAT) scores for Latino students, increases in Latino students
enrolled in advanced and college preparatory courses of study, increases in Latino student enrollment in
Honors and Advanced Placement courses (especially Math), and increases in average attendance rate
(Appendix C). Although these outcomes cannot be directly linked to ENLACE, indirect connections can
be seen through activity reports, campus field trip surveys, and meeting minutes that indicate increased
emphasis on better serving Latinos at institutions and increased optimism about college in Latino
students and families. Key outcomes for HSC also included continuation of funding for Family Support
Specialists by the local Children’s Board through the end of Kellogg funding and the possibility of funding
for FSS placement in some elementary schools in the next year.
Programmatic challenges
Challenges were identified through participant observation of the evaluation team in partnership
meetings and events and student responses to surveys and evaluation forms. Implementation
challenges included on-going difficulties navigating large bureaucracies, turnover among personnel, and
competing pressures and activities. These and other challenges are related to the context and design of
ENLACE Hillsborough, which included heterogeneous and competing minority populations at institutions
and a community-wide effort that includes three large, multi-campus educational institutions working with
one small community-based agency to address the needs of all Latinos. The partnership should benefit
greatly from sharing this burden through greater reliance on community partners as has been
emphasized in 2003. However, this type of partnership building also requires time and personal attention,
which are already stretched by the challenge of carrying out such a wide variety of activities and
programs. More focused and strategic implementation in 2004 should assist in allowing for both growth
of priority programs and inclusion of more partners.
In spite of apparent success in meeting the needs of students preparing for college, ENLACE still
faces the challenge of ensuring that students who graduate from high school and enroll in college are
able to finish. This challenge is not unique to ENLACE Hillsborough, but is confirmed as an issue by
responses of some students to the Follow-Up Survey conducted with 2003 high school graduates. Out of
26 students that were attending college in 2003 and responded to the survey, four were struggling with
being able to continue in college. Challenges to continuing included:
• Having to work full-time due to family income criteria: “They won’t give me financial aid
because my father earns too much, so I am working to save enough and go back.”
16
• Not having received a diploma because of the FCAT: “ The FCAT, which I haven’t passed
one part; I must pass it or I won’t be able to get into the second semester of college.”
• Needing financial aid for further education: “When I transfer to a 4-year school I will have
difficulties with the tuition amount and I hope to get some help by that time.”
• Personal and families difficulties: “I am enrolled at Miami Dade, but I am not attending
classes this semester because of personal problems. I hope to go back in August.”“ My
mother lost her job due to medical reasons and my father’s job might move elsewhere. “
These responses suggest that needs/gaps identified during the planning stages of ENLACE still exist for
some students and may require more intensive efforts if these students are going to be able to graduate
from college.
Additional challenges are illustrated by comments in the Senior Surveys of 2004 about what is
important/effective and what is least effective. Challenges included ensuring information that is provided
is up to date and important; providing personal contact with faculty; providing follow-up to activities and
on-going assistance; scheduling tutors/mentors, club meetings and other activities with students who are
interested; and assisting students that are learning English. Student comments about least effective
activities included the following themes:
• Need for more targeted information and contacts, especially during campus field trips
• More follow-up after activities
• Increased resources for mentoring/ tutoring to reach more students more often
• Additional assistance in overcoming language barriers
How programs are woven together to address student needs
The original needs/gaps analysis resulted in the creation of a logic model (Appendix D), which
served as a guide for implementation. The identified needs/gaps included:
• Need to de-mystify college and graduate school
• Limited # of Latinos are in leadership roles (policy makers, role models, and mentors)
• Limited collaboration among local institutional partners
• High drop-out, low graduation and diminishing participation of Latinos in higher education
• Cultural and linguistic biases in formal educational testing
• Need for financial assistance and need for access to existing financial assistance
• Cultural isolation of Latino students on college campuses
The strategies chosen by ENLACE Hillsborough to address needs/gaps included partnerships among
formal institutions/agencies and community partners that are focused on engagement, systemic change
and sustainability and services at critical transition points along the educational pipeline. Desired
outcomes included:
• Increased number of Latino students successfully transitioning throughout the educational
pipeline
• Increased number of Latino students completing higher education
The sustainability and ALAS logic models (Figures 2 and 3), which were developed during 2003,
show the evolution of the original strategies into a focused plan to sustain the ENLACE vision, goals and
strategies beyond the period of Kellogg funding. Specifically, ALAS weaves together the key
components found to be necessary for ensuring successful transition from high school to college in
Hillsborough County. Similarly, the Sustainability Logic Model weaves together key components of the
partnership that must be addressed in order to continue ENLACE’s mission. These include college and
career awareness activities and information provided for students and their parents in bilingual formats,
direct linkages and visits to colleges including interactions with Latino college students and staff that are
bilingual, instructional and academic supports at each school that are provided by Latino individuals from
17
the community or formal partners, and social supports provided by bicultural/bilingual
professionals/paraprofessionals that serve students and their families holistically.
Core ENLACE Programs and Outcomes
Program Name ALAS- Awareness, Linkages & Supports
Primary Goal The goal of ALAS is to test effectiveness of the variety of services and activities that have been offered through
ENLACE, with a focus on a cohort group of 75 high school students at each of the three high schools.
Main Features The cohort includes approximately 25 seniors and 50 juniors. The cohort membership are selected by school
personnel/liaisons with a focus on those students who have the potential to successfully complete the AA/AS degree
at HCC and/or be accepted into USF and NEED additional assistance to demystify the college transition processes.
In other words, these are students who are college-capable but need help in SAT preparation, application processes,
scholarship and financial aid processes, college visit planning, etc.
The cohort of students is being provided with intensive, personalized support services to help them become familiar
with and navigate the college admissions/enrollment environments. Depending on the individual, these students are
the focus for services such as:
SAT Test Prep
College Nights
MOSI Scientist of Year
ENLACE Day
Special events at HCC and USF
College events at the schools
Events (at schools, colleges, community) relevant to college & career
decision making
Linkage with college groups
Family support service referrals
Leadership development activities
Others
Specific ENLACE programs available for these students include:
Pasos al Futuro- student/parent college nights
College events at schools
Media outreach
Boletines/Atrevete brochures
Hispanic Hometown Heroes
ENLACE Day USF/HCC
Concilio- school clubs and community service activities
Princeton Review (P)SAT, (P)ACT prep
DAR Tutoring/mentoring
On-site CPT testing
Family Support Specialists
Training for Staff High school liaisons were given an explanation of the purpose, goals and strategies to be used in ALAS during an
Implementation meeting. A logic model was used as a visual tool for training. High school liaisons were given general
guidance for recruiting students that fit criteria Liaisons were also given information to explain the program and its
evaluation to their principals. Letters of agreement were required from each principal. Liaisons also completed USF
Institutional Review Board certification for Human Subjects Protection through an on-line training course in order to
assist with data collection for the evaluation.
Expected short- Juniors
term impacts • Increased number completing (P)SAT, (P)ACT, CPT
• Increased number completing Dual Enrollment classes
Seniors
• Score increase on SAT after test prep
• Increased number of students applying to college “on-time”
18
• Increased number of students accepted into college
• Increased number of students applying for & receiving scholarships/ financial aid and/or admitted to special
programs
Expected long- • Increased number graduating with regular diploma
term outcomes • Increased number of students enrolling in college
Program A pilot of the strategy was conducted in one school during 2002-2003 and expanded to three schools in 2003-2004.
Evaluation The pilot study was evaluated in the spring of 2003 through the administration of surveys with high school seniors.
Approach: The pilot survey looked at indicators to determine improved learning and preparedness for post-secondary education
of ENLACE students. These included the type of diploma earned, the program of study followed, honors society
membership or honors designation at graduation, acceptance into a post secondary educational program and
amount of financial aid earned. The survey instrument was revised to include qualitative information and was
conducted at two schools in spring of 2004. School Liaisons were sub-contracted to obtain informed consent from
parents for the survey, coordinate survey administration and provide feedback on analysis results.
Interviews and/or focus groups collect qualitative data on process and outcomes, including level and type of
involvement, anecdotal descriptions of impacts, satisfaction with services, most effective strategies and suggestions
for improvements. School Liaisons coordinate informed consent and scheduling of focus groups.
Quantitative information collected includes the number of students who apply to college “on-time”, number of
students accepted, and number of students that apply for and receive scholarships/ financial aid. Follow-up surveys
with graduates focus on actual enrollment, retention and satisfaction with preparatory activities provided through
ALAS.
A comparison of students in the ALAS cohort with peers at their schools was to be conducted based on propensity
scores. Data files were requested from the school district for data elements to be used for the creation of propensity
scores such as test scores, attendance, GPA, graduation option chosen, post-secondary plans, scholarship awards,
etc.
Implementation • School Liaisons are employed at each high school for implementation of ENLACE strategies and linkage to
Resources partners. School Liaisons are provided with Hospitality Funds to carry out school level programs and outreach
to families and students.
• Family Support Specialists visit high schools regularly to provide services for students and families and assist
with school outreach activities.
• A School District Coordinator supervises, advises, advocates and informs School Liaisons to facilitate
implementation at each school as well as linking to partner agencies and to the Management Team to
problem-solve and reduce barriers.
• The school district office of Bilingual Guidance Services is available to schools on an on-going basis and
partners with ENLACE in providing Pasos al Futuro College Nights in Spanish.
• USF and HCC provide materials (Atrévete and Boletínes) and make presentations at activities to inform
students about college.
Implementation Each school implemented the program differently based on Liaison resources, school characteristics and
Challenges administrative styles. The program at LHS focused on a group of students primarily in college preparatory tracks who
participated in the Princeton Review and had a B average. The program at EBHS included students at a broader
range of GPA levels that had potential for a variety of post-secondary educational opportunities. The program at
PCHS focused on students with a C average or higher who were interested in receiving tutoring/mentoring.
The variation in implementation strategies at each high school has presented challenges for evaluation of the
program. Data collection instruments have had to be revised to reflect this variation.
Program Outcomes for Participants- ALAS

Number of 225
participants:
Demographic 70 Female 125 seniors
characteristics 55 Male 100 juniors
of participants:
Average # of On the average, students participated in 4.72 different types of activities, based on Senior Survey results (Appendix
activities comp. B).
by participants:
19
Pre-participation ENLACE school AP offerings include (data provided by SDHC):
data for • EBHS has 6 AP course offerings. Hispanic enrollment is 20 out of a total of 84 enrolled. Total school
participants: enrollment in 02-03 was 30.61% Latino.
• LHS has 8 AP course offerings. Hispanic enrollment is 65 out of a total of 120 enrolled. The school enrollment
in 02-03 was 55.21% Hispanic.
• PCHS has 15 AP course offerings. Hispanic enrollment is 90 out of 762 total enrolled in AP. Total school
enrollment in 02-03 was 17.24% Hispanic.
In comparison, schools serving the highest income levels with lowest Latino enrollments offer the following:
• 17 AP courses, with 68 Hispanics out of 595 enrolled. Total enrollment of 23.29% Hispanic.
• 22 AP courses, with 173 Hispanics out of a total of 1115 enrolled. Total school enrollment of 27% Hispanic.
• 26 AP courses; with 196 Hispanics out of 1167 enrolled. Total enrollment of 16.25% Hispanic.
Post- Senior graduation survey (Appendix B) results indicate that:
participation • A majority of students graduated with a standard diploma (90%) in 2004.
data for • 89% of ENLACE seniors applied for college and 67% were accepted.
participants: • 90% are planning to begin post-secondary education in the fall.
• 48% of students surveyed at the pilot site (LHS) were enrolled in advanced college prep and 38% were in
college prep courses.
• 5% of students surveyed at the second site (EBHS) were enrolled in advanced college prep and 41% were in
college prep courses.
The most common responses to the question, “What do you think was most helpful or important about ENLACE?”
included the main components of ALAS. The main themes included:
• Receiving college information to help prepare for college.
• Field Trips to see college campuses.
• Financial aid/scholarship application assistance.
• ENLACE personnel, particularly School Liaisons who were available when needed.
• Increased awareness of opportunities for Hispanics and exposure to Hispanic community leaders and/ or
achievers.
• Step by step guidance/ encouragement.
• Mentors/ tutors to help with the whole college process and calm fears about the transition.
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Program Name ATREVETE
Primary Goal To disseminate 5,000 of these brochures as a bilingual recruitment tool during the final stage of ENLACE
Main Features The Atrévete concept hatched from the idea to ensure on-going recruitment of Latinos to the college. There had
to be a manner in which to present college information in Spanish. The primary goal of using Spanish is to
include the entire family, both bilingual and monolingual members. Additionally, the brochure was also created to
inform families of middle and high school aged students about the different tracks offered by the School District to
satisfy graduation requirements and to make certain that they are college bound.
General Approach Initially the college had a career booklet, which outlined all of the programs offered. Then, the college condensed
the booklet form into a brochure foldout, which further summarized the information. This brochure used by the
college became the framework from which the Atrévete brochure was generated. The information on the English
only brochure was carefully translated by into a common Spanish. The Atrévete brochure shares both languages
to effectively target a larger group of potential students.
The Atrévete brochure includes information such as important contact information for all of our campuses and
satellites (e.g. Sunpoint), definitions of terms like A.A. and A.S. degrees, programs offered, financial aid
information, admission requirements, and other services offered at Hillsborough Community College.
The Atrévete brochure is primarily used during recruitment activities and in Student Services as walk-in basis.
Additionally, the brochure disseminated by high school career counselors, Hispanic Services Council, and other
social service agencies.
Training for Staff Although is not training per say, working with graphic artist to create a culturally sensitive layout, which
represented the Latino community, was critical to the effectiveness of the brochure.
Expected short-term Increase overall number students, Latino and non-Latino, enrolling at HCC.
impacts
Expected long-term Increase of overall number of students, Latino and non-Latino, enrolling at HCC
outcomes To retain FTIC (first time in college) students and to have them complete either and A.A. or A.S. and transfer.
Program Evaluation Suggestion: To add a question of admissions application asking students how he/she heard about the college.
Approach: Example:
How did you hear about HCC?
Walk-in, commercial, website, presentation, brochure, job fair, and other.
Implementation The college originally created a brochure entitled “We have ways to make you think!” From the design this
Resources pamphlet, the Atrévete brochure replicated.
Staff members were used to translate the English information in a common Spanish, meaning a Spanish without
regionalisms, idioms, or other colloquial speech (e.g. Mexicanismos, Spanglish etc.
Implementation No challenges have presented themselves aside from the translation when the brochure was originally created.
Challenges
Program Outcomes for Participants- Atrévete

Number of Not available
participants:
Demographic Not available
characteristics of
participants:
Average number of Not available
sessions completed
by participants:
Pre-participation data Not available
for participants:
Post-participation Not available
data for participants:
21
Program Name BOLETINES
Primary Goal To inform students and families in a concise bilingual format of college admissions processes, financial aid and
scholarships.
Main Features The Boletínes are concise, informative, colorful and printed in Spanish and English.
General Approach The Boletínes were created in a simple “page” format that helps parents and students become informed as to the
appropriate college-prep classes students should enroll in during high school to be eligible for college admission.
The Boletínes also explain Dual Enrollment, Advanced Placement classes and the CLEP process in college. The
Boletínes alert the students of college application deadline dates as well as the schedules for SAT and ACT
exams, and websites for financial aid and scholarships. The Boletínes have been disseminated at classroom
presentations, ENLACE Day workshops, College Nights and in response to phone requests from parents/students.
Training for Staff All of the information was obtained through the internet. Updates are developed at the end of each semester.
Expected short- Increase of college applications.

term impacts Increase in financial aid and scholarship applications.
Expected long- Increase in college enrollment.
term outcomes Increase in college graduation.
Increase in post – graduate enrollment.
Program Counts of Boletínes distributed.
Evaluation Observation of question/answer sessions using Boletínes.
Approach: Description of impact in Senior Survey.
Implementation The “pages” Boletínes themselves.

Resources
Implementation None at this time.
Challenges
Program Outcomes for Participants- Boletínes

Number of Boletínes distributed: 300-500
participants:
Demographic Not collected
characteristics of
participants:
Average number of Minimum of 4 per semester.
sessions
completed by
participants:
Pre-participation Not collected
data for
participants:
Post-participation Senior Survey results (Appendix B) indicate that 66% participated in ENLACE Day and 26% recalled receiving
data for Boletínes. Survey responses to the question, “Why did you remain involved in ENLACE?” included: “ they gave
participants: very good information about scholarships and colleges”; “they really gave me valuable information, they helped me
with college plans, and it was free of charge”.
Responses to the question, “What was the most helpful aspect of ENLACE?” included: “Information they gave us
with folders in college and dates. It was helpful because it informed us on the possibilities and gave us someone to
contact and question if we had any questions”; “The information I received about college. I learned about financial
aid and how to apply for scholarships”; and “The college information. I am a senior and I didn't know where I was
going. ENLACE keeps me informed.”
Observation notes on ENLACE day distribution of Boletínes to high school students in Spring 2004 included a
description of the topics covered:
• the importance of choosing a college track if students are thinking about going to college
• making informed course selections each year, taking the SAT/ACT in time to apply before January of their
senior year
22
• not skipping classes or getting behind
• taking advantage of resources at their schools in the guidance or migrant program office
• going to teachers or tutors for help
• writing is very important for college and requires practice
• not giving up if they don’t do well the first try
• asking teachers to look at their writing before assignments are due in order to demonstrate their motivation.
Observations indicated that students were very attentive and involved in answering and asking questions.
Students already knew some of the information about the college and financial aid application process- much
unlike previous years- and were willing to speak up in the group. Students were serious about their questions,
which indicated they were thinking about and/or actively making plans for college.
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Program Name CUENTOS DE MI FAMILIA: Students Write History
Primary Goal To enable 8th graders to conduct historical research and write a short life story of someone in his/her family.
Main Features Collaboration of 8th grade students, under the direction of USF students who are guided by USF faculty, to
produce a family member's story and present it at their school. Students receive an ENLACE certificate and a
book. A special exhibit and presentation occurs at USF as well; stories are archived in USF Library's Special
Collections. Weekly newspaper publishes stories. A website was also developed with highlights of student
projects and a link was added to the ENLACE website.
General Approach ENLACE liaisons at middle schools select five students per school to participate. USF students are recruited from
a Latino Studies course. Teams of two USF students are assigned to work with five students. The USF students
go to the schools once a week for ten weeks to meet with the students; they guide them in conducting research,
writing, editing and presenting their work. Each student also produces a storyboard to accompany his/her work.
Training for Staff USF students are trained by the lead professor, Dr. John McKiernan Gonzalez. He has developed a 90-page
curriculum/training manual. Students earn college credit for participating.
Expected short- Teach 8th graders to research, interview, write and edit family history.
term impacts Teach 8th graders to compose story board with photos, drawings, etc
Instill pride in family and culture
Provide USF role models (student instructors) to 8th graders
Inform community of Latino history and culture
Sensitize USF students to the tapestry of Latino community
Expected long- Inspire 8th graders to aim high
term outcomes Improve writing and research skills of students
Improve understanding and knowledge of Latino communities
Enhance USF's tradition of outreach
Retain Prof. McKiernan-Gonzalez at USF
Program The products of the project--the Cuentos and the storyboards--provide a measure of the program's success.
Evaluation Number of students and family members who attended the school presentations and the presentation at USF.
Approach: Participant observation by ENLACE evaluation, including quotes.
Implementation Cuentos curriculum/training manual
Resources Online research tools
Implementation Recruiting USF students
Challenges Insuring school principal buy-in
Unexpected costs in launch year
Parent buy-in
Maintaining Library buy-in
Program Outcomes for Participants- Cuentos de mi Familia

Number of 35 Latino students at seven middle schools and over 105 parents and extended family members.
participants: Support was provided by teachers, administrators and counselors at each school, USF’s History Department,
ENLACE, the Hispanic Professional Women’s Association, and the Florida Studies Center and Art Department at
USF.
Demographic Middle schools: USF students:
characteristics of 20_ Female 13_females
participants: 15_ Male 2 __males
Family members represented ten Latin American countries and the U.S., including Cuba, the Dominican Republic,
Colombia, Brazil, Venezuela, Peru, El Salvador, Honduras, Mexico, Puerto Rico, New Jersey, Connecticut, and
Texas.
Average number of 12 sessions including presentations
sessions completed
by participants:
Pre-participation USF students application form
data for Parents signed forms; students signed forms
participants:
Post-participation Participant observation evaluation summary includes:
data for A total of 28 stories and art projects were created to document the experiences of students’ family members, which
participants: provided incentive and opportunity to develop creativity and skill in writing and expression of ideas.
24
Student projects were covered in a variety of media, including presentations at their schools to teachers, parents,
and visitors, features in La Gaceta newspaper and the Kellogg Foundation’s national publication as well as local
television coverage by Channels 28, 10 and 62 (Telemundo).
Outcomes reported by students included a better understanding of their parents, the riches of their family
backgrounds, their family members’ strengths, and the hardships endured and the prices paid that led up to their
families’ being where they are today…One student learned her father had been a good student (making As and Bs)
before he dropped out of 10th grade in Puerto Rico to help the family. She said her father “taught me to enjoy life
and believe in my goals.” Another student said she came to admire her mother based on what she learned about
her in this project, explaining, “she always has a positive attitude; she didn’t give up or let anything get in her way.”
This student also expressed appreciation for how difficult things have been for her family to get to where they are
now and gave credit to her mother, “My mom keeps our family together; she makes everything work out somehow.”
Students also expressed a realization that history is a process and writing history brings a better understanding of
people, events and places. When asked what she liked best about the project one student said, “I like finding out
more stuff about my mom.” And a second student said she “learned the writing process; the process of writing and
re-writing”.”
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Program Name DAR Tutoring/Mentoring Program
Primary Goal To provide tutors and mentors for our cluster high schools.
Main Features Tutors and mentors are college students who are paid to go into our cluster high schools and assist students with
class subjects, college applications as well as financial aid and scholarship assistance. They also assist with the
essay writing process for applications.
General Approach Each high school liaison prepared their students differently for the tutors. At E.B.H.S. the liaison collected a list of 50
– 75 students who had a GPA of 2.8 and above. These students met regularly with their assigned tutors. Our tutors
only helped students who requested the help. At L.H.S. the liaison also prepared a group of 50 students to be
helped as well as students from other classes who sought assistance. These students met in the media center of
the school and were overseen by the media center director. At PCHS the liaison had access to students who had
problems with their classes, and these students were served. The students who wanted assistance with college
preparation were also served. USF and HCC partnered in this endeavor. In the fall 2003 semester, each institution
hired 12 tutor/mentors, rationale; four tutors per cluster high school for a total of 24 tutors from both institutions. It
was a 10-week service that was well received by the schools.
Training for Staff The tutor/mentors attended approximately 20 hours of training. This includes S.E.R.V.E training which is a service
provided by Hillsborough County Public Schools Volunteer Program. They also attended several meetings where
the tutors shared how things were progressing in their schools.
Expected short- Increase in grade point averages.
term impacts Increase in college applications.
Increase in financial aid and scholarship applications.
Expected long-term Increase in college enrollment.
outcomes
Program Evaluation An evaluation survey was sent to the liaisons asking how they evaluated the program. Only two or three responded
Approach: to the evaluation. These are available.
Implementation We were fortunate to have contact with the Director of ENLACE in Texas who shared with us a manual that we re
Resources able to edit and fine tune to serve our needs here in Hillsborough County. We also had access to the USF Mentor
guide, and other resources were located on the internet.
Implementation It was somewhat of a challenge in the different schools. One high school was in a reconstruction mode which made
Challenges scheduling difficult
Program Outcomes for Participants- DAR

Number of 200
participants: 40-50 per semester
Demographic 70 male 11th-12th graders
characteristics of 130 female
participants:
Average number of 10
sessions completed
by participants:
Pre-participation Each school identified needs for tutoring/mentoring that helped in designing the program, including age/grade levels
data for to target and possible strategies for recruitment at each school.
participants:
Post-participation School Liaison reports on student outcomes:
data for Leto reported that 26 students graduated and 26 have been accepted into a two or four year college.
participants: EBHS reported that 81 Hispanic students graduated and 47 will be attending a 2 year or 4 year college.
PCHS reported 44 students graduated and 25 will be attending a two year or four year college. In addition, 8 will join
the military and 16 will attend technical schools.
Journals of tutor/mentors from HCC indicated major areas of focus during tutoring/mentoring sessions included
college preparation guidance and direct assistance with filling out applications; academic assistance with reading,
math and science assignments; assistance related to English language acquisition/comprehension; and FCAT
testing preparation.
Tutor/mentors felt that they had a positive impact on students, were well received by many teachers, and were
26
appreciated by parents. “The kids love to see me and need the help.” However, many tutors were surprised at the
very negative attitudes some students had toward school, the difficulties they had with learning English and the self-
esteem and identity struggles they experienced. “She seems to be having a hard time fitting in with her peers and I
perceive that she has issues with her self-esteem…. She is taking medication for her nerves and depression, and I
am concerned about her.”
Challenges mentioned by tutors/mentors included lack of documentation that limited college going opportunities for
many students, lack of resources for new immigrants at schools, apathy of students and teachers, and behavior
problems of some students. “It seems as though no one has taken the time aside to aid them in this transition into
the United States.” Successes were also mentioned, including feeling that they truly were helping, noticing behavior
and grade improvements, and experiencing being role models for younger students. “Once we put on that gray
ENLACE shirt, we are role models, we are being looked up to, we are to set examples.”
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Program Name EL CENTRO- HCC
Primary Goal To create a point of reference (area/person) for incoming, registered, and transferring Latino students, faculty, staff,
businesses, and other agencies by the way of the ENLACE Project Manager/Coordinator.
Main Features The original concept of a place where whomever could come seeking information about college and its services
known as EL CENTRO was produced from the ENLACE grant. The idea was that student run “center” would act as
a site for informational brochures for a plethora of questions dealing with college. The idea on paper was good, but
costly. The concept began to change direction. The ENLACE Project Manager/Coordinator began taking on the
role of information center for students, faculty, staff, businesses, and other community members. The office of the
ENLACE Project Manager/Coordinator
started to become a small library of information, which includes brochures on the ESL (English as a Second
Language) Program, financial aid, transferring, translation and interpretation for non-English speaking parents and
students, etc. The ENLACE Project Manager/Coordinator would also began to service as a cultural bridge between
faculty and staff. Additionally, faculty and staff showing interest in wanting to get more involved with the ENLACE
project would be invited to attend conferences dealing with Latino education or advising conference. Moreover,
other support services were naturally incorporated as a result of this shift. The advising of students has become
pivotal to the ENLACE Project Manager’s/Coordinator’s duties.
General Approach As “EL CENTRO,” the method used is one that acts a part of the Student Services unit. As a representative of
ENLACE the Project Manager/Coordinator, must be able understand all the components of Student Services to
provide accurate information to those who need it or to direct them to the correct place (e.g. advising, academic
counseling, continuing education, degree and transcript evaluation information for international students, visa
information, recruitment, testing, career counseling, special degree programs, scholarships, student activities, etc.)
Training for Staff Cultural Competency via general questions asked by individual staff members
Expected short- To act as a center of information and better direct it to the public
term impacts (e.g. students, businesses, community organizations, parents, etc).
To act as an ambassador and advocate for the community
Expected long- To sustain the ENLACE Project Manager’s/Coordinator’s position with the college
term outcomes
Program Percentage of Latinos enrolling into the college when the entire ENLACE project began compared to present day
Evaluation numbers.
Approach:
Number of students served
Implementation The staff of Student Services has been the greatest resource for this project. They the initial centers of information
Resources for the ENLACE Project Manager/Coordinator. It is through asking, shadowing, and researching that has allowed
for the evolution and expansion of this project.
Implementation The greatest challenge was the primary concept of EL CENTRO. It was thought to be an actual place, a student
Challenges center full of important information. Due to limited space and funds, the idea has not choice but to change if it was
going to exist.
First, the idea of an area in student services where bilingual information was to be placed for students to obtain.
Much of the information that was place on the in this area was already part of a greater area such financial aid office
or the career center. It was best to incorporated additional information in these areas rather than creating another
area, furthering limiting space. As some of the information was integrated to existing areas of student services,
others were being enhanced by the addition of bilingual material. Moreover, it’s important to mention that
information was also part of the ENLACE Project Manager’s/Coordinator’s office to maintain a tie to the rest of
student services.
Other challenges that occur is the amount of traffic that the ENLACE representative has received. In an individual
basis some of the incoming students have very special circumstances and take a great deal of time to assist them.
Program Outcomes for Participants- El Centro- HCC

Number of Not available
participants:
Demographic Not available
characteristics of
participants:
28
Average number of Not available
sessions
completed by
participants:
Pre-participation Not available
data for
participants:
Post-participation Not available
data for
participants:
29
Program Name EL CENTRO- USF
Primary Goal To have a location where students can come and review materials regarding financial aid, scholarships magazines,
internships, etc. They are also made aware of services provided by the ENLACE office such as academic advising,
student organization information, counseling, troubleshooting, and referrals. We also provide volunteer
opportunities, leadership development, tutor/mentoring and speaking opportunities
Main Features People in the office to help with whatever concerns they may have. Easy access to the information they need.
General Approach Students have been made aware of where the office is located by presentations made at different school events.
We have also disseminated brochures on campus and in the community.
Training for Staff The people who man the office are very knowledgeable in their fields. We have excellent customer services skills
and the good will to help all who enter our office
Expected short- • Increase in maintaining their grades.
term impacts • Increase in the utilization of the resources.
• Increase in number of students served.
Expected long-term • Increase in college graduation.
outcomes • Increase in postgraduate enrollment.
• Increase in student retention.
Program Evaluation A short question survey that will let us know if we have helped the student and if his needs were met.
Approach:
Implementation We receive information from the DOE, community agencies and internet.
Resources
Implementation No challenges, however, must continue getting the word out all over campus.
Challenges
Program Outcomes for Participants- El Centro USF

Number of 700
participants:
Demographic USF students grades 13-16
characteristics of ~40% Male
participants: ~60% Female
Average number of 2
sessions completed
by participants:
Pre-participation Not available.
data for
participants:
Post-participation Not available.
data for
participants:
30
Program Name ENLACE DAY- HCC
Primary Goal To introduce high school students to the college setting.

Main Features During this event, students explore their educational options via campus tours, workshops designed by students,
faculty, staff and outside agencies to aid in the demystification of the college entrance process and to explore after
graduation opportunities (for Juniors and Seniors) or to have questioned answered which will effect the high school
graduation track of students (Freshmen and Sophomores).
General Approach There are two ENLACE days planned; one in the fall and another during the spring semester. During the fall
semester, freshmen and sophomores from our three cluster high schools (East Bay High School, Leto High School,
Plant City High School) are selected by the ENLACE liaisons to participate in this event. The liaison chooses the
students at their discretion. There are certain factors that are taken into consideration when selecting the students.
For example, grades and conduct are strongly considered to be able to part take in the event.
During the spring semester, Juniors and Seniors from the same above mentioned clustered are selected. Although
grades and conduct are strongly considered too, other factors come into play such as: interest in college, student
high school track, leadership skills, potential, etc.
Once on campus, students are gathered for a general introduction by the ENLACE coordinator and other members
of the college. Students are given packets of information which include: financial aid, a college application, the
Atrévete brochure, agenda for the day, surveys, a map of the campus, writing supplies, college programs, and a t-
shirt.
Students are then asked to sign-up for workshops that peak their interest. Some examples of workshops are:
resume writing, leadership skills building, developing interview skills, financial aid, college success, capoeira,
Latinos in the U.S., issues of cultural identity, etc.
Food is provided for them after the survey is completed so that an accurate number of students are counted.
Training for Staff Faculty and staff, from the college and outsides agencies are asked months in advance if they are able to present a
workshop for the incoming students. The ENLACE coordinator gives the presenters ideas of workshops of which
would be appropriate for the students. They are given the age group and grade level of the students. The
presenters then give the ENLACE coordinator and short description of the intended workshop. The information is
then sent to the ENLACE liaisons at the high school. Additionally, the workshop descriptions are also used to
create the agenda for the day and a survey.
Expected short- • To increase the interest in college for all students
term impacts • To increase students’ self-esteem (sí se puede!), pride, and identity
• To increase the comfort levels about college
• To increase students’ knowledge of college
• To increase the enrollment rates to college (Juniors and Seniors)
• To increase the number of students in Dual Credit, AP, and other college level courses/programs in High
School (all grade levels)
• To increase the number of students opting for a college level track during high school (especially Freshmen
and Sophomores)
• To increase the number of students applying for financial aid
• To increase the number of students taking the College Placement Test at their respective high schools
• To increase the number of better informed students about the college process
Expected long- • To increase the number of students applying and attending college
term outcomes • To increase students’ in self-esteem (si se puede!), pride, and identity
• To increase the number of students applying for financial aid
• A better informed community about the college process (word of mouth)
Program Surveys completed by students and ENLACE liaisons
Evaluation
Approach:
Implementation Space (classrooms and auditoriums): provided by the college and must be reserved weeks in advance
Resources Food, t-shirts, and transportation: ENLACE funds
College information brochures: college student services department
School supplies and trinkets: student government association
Bags for information: college bookstore
Faculty, staff, and outside agencies to administer workshops: ENLACE funds
Tables, chairs, and set-up: college physical plant
Ice and other food supplies: college cafeteria
31
Technical equipment such as projectors, overheads, and laptops: college library
Volunteers: College student organizations such as Student Government, the Ambassadors, etc.
Implementation The most challenging of this event is timing. Everything must be done in advance. Transportation, rooms (space),
Challenges food, all must be reserved in advance. Faculty, staff, and others must be notified and scheduled. T-shirts must be
ordered in advance along with the art. The set-up of rooms and equipment must be drawn out - to prevent
confusion. Check requests must be filled out and signed for payment to food suppliers, presenters, and other
supplies.
At HCC, our ENLACE Days take place on Friday because it is the day less busy for the college and ample rooms
are available to accommodate our event.
Program Outcomes for Participants- ENLACE DAY-HCC

Number of 205 (115 for fall, 90 for spring)
participants:
Demographic Fall 2003:
characteristics of Gender: 43 males, 72 females
participants: Age/Grade level: Grade 9- 9
Grade 10- 19
Grade 11-11
Grade 12- 4
Spring 2004: Not available
Average number of 3 (introduction session and two workshops of their choosing)
sessions
completed by
participants:
Pre-participation None
data for
participants:
Post-participation Fall 2003:
data for Each workshop was rated on usefulness of the information presented. The scale for usefulness was 1-4, with 4
participants: representing the most positive rating. Students rated all workshops between fair and excellent for the usefulness of
the presentation (mean rating = 3.266). Each workshop was also rated for the degree of interest to students. A scale
of 1-3 was used to rate Interest, with 3 representing the most positive rating. Students rated all workshops as
interesting or somewhat interesting (mean rating = 2.70).
32
Program Name ENLACE DAY- USF
Primary Goal To provide 9th – 12th graders the opportunity to visit the University of South Florida’s campus.
Main Features College students and other educational representatives provide information regarding the admission process,
financial aid and scholarship opportunities.
General Approach 150 students from the ENLACE cluster high schools, (Leto, Plant City and East Bay) were invited to attend this field
trip by their in school- ENLACE liaison.
Students were told that ENLACE DAY was an opportunity for them to visit a university campus and begin preparing
for the admissions process. The approach also includes encouraging students to enroll in Advanced Placement
classes to better prepare for college. High school students are also introduced to college students who participate
on panels and answer questions regarding college life. The college students serve as positive role models for the
high school students by demonstrating that college attendance is possible and important.
Training for Staff Students who participate in ENLACE DAY activities receive a minimum of five to ten hours of training through the
ENLACE Club meetings held on USF campus.
Expected short- • Increased awareness about the college readiness and enrollment processes.
term impacts • Increased understanding that college attendance is possible for Latino students.
Expected long- • Increased number of applications to USF after high school completion.
term outcomes
Program At the end of the ENLACE DAY activities, students are asked to complete an evaluation form regarding the
Evaluation information provided to them during the workshops and the impact of ENLACE Day.
Approach: Evaluator participant observation.
Senior Survey responses.
Implementation Students are provided with the Boletínes, which outline point by point the admissions process, test-taking deadline
Resources dates, financial aid and scholarship sources.
University space is provided for meetings.
Implementation High schools have definite time frames during when field trips can occur presenting difficulty in arranging available
Challenges university space to accommodate the workshops and presentations.
Program Outcomes for Participants- ENLACE Day USF

Number of Min. of 135-150 per term.
participants:
Demographic High school students- grades 9 – 12
characteristics of __85__ Female
participants: __65__ Male
Average number of Five sessions

sessions completed
by participants:
Pre-participation A grade point average minimum of 2.4 is required.
data for
participants:
Post-participation A total of 105 questionnaires were collected from participants at the ENLACE Day in September 2003 (response rate
data for of 75%). Overall, participants expressed a high degree of satisfaction with ENLACE Day activities. Although ratings
participants: varied slightly for each question, over 50 percent of respondents gave the highest rating (“5”) in each question.
Individual questions and ratings included:
• Was the information presented in a clear manner that will be useful to your application process to college?
(83% rated 4 or 5)
• Were your questions answered to your satisfaction? (90% rated 4 or 5)
• Will the material provided for you be helpful in your application process? (86% rated 4 or 5)
• Did the leadership workshop persuade you to be more active in your school and community? (69% rated 4 or
5)
• Do you enjoy listening to current college student experiences? (79% rated 4 or 5).
Senior Survey results indicated that visits to college campuses were one of the most helpful components of
ENLACE. Students commented, “It lets us discover which colleges attracted us more, whether it was small, large, or
a private university”; “We had the opportunity to view college campuses”; “All of the field trips that helped us get
33
more acquainted with college life”; “It let me visit the college I plan to attend”; “ENLACE was very helpful in providing
information about college. They allowed me to consider the activities that went on at USF”; “We went to visit the
college I got to see how it was”; “The field trips were helpful because we got to see what the college campuses are”.
34
Program Name FAMILY SUPPORT SPECIALISTS
Primary Goal Provide assistance and advocacy to families who are in need of information pertaining to social service agencies,
educational and/or school related issues, employment referrals, and case facilitation.
Main Features • Assisting parents in learning how to navigate services for their children within the school system with the
collaboration of school district personnel
• Provide outreach and home visits in various communities in order to meet parents in their natural
environments
• Create social service linkage for families in need of addressing barriers
• Disseminate information in Spanish for Hispanic /Latino family regarding school related issues
• Empowering parents in using their own abilities and skills to advocate on behalf of their children
• Encouraging parents to be actively involved with volunteerism within their child’s school or in community
agencies
• Providing advocacy and /or accompaniment during meetings at various social service agencies or within a
school setting in order that parent can receive services
• Provide translation and /or & interpretation for families seeking social services support and/or school related
services
General Approach -Families are referred to the FSS by various methods; either by a school representative and /or a community service
representative contacting HSC or by direct contact from the parent either by phone or in-person. Once the parent has
contacted the FSS, an assessment is made based on the need(s) of the particular family. Equally as important to the
initial assessment is the FSS exploring the circle of support the family already has in place. At the completion of the
initial assessment, all parties involved determine what resources are needed to address the issues at hand and
each party will decide who makes the contact for each particular issue(s) in order to link the family with the
appropriate social service or community agency provider(s).
-The FSS will spend a considerable amount of time with the family in order to effectively address particular issues;
times will vary based on the intensity, complexity of the issues as well as resources and /or skills that the family has
already acquired, (i.e., English Proficiency, level of education, transportation, etc.)
-Ongoing follow-up is vital in case facilitation to ensure that families are being linked to supportive services, that they
are receiving the services, are satisfied with services and that families are moving towards their goals. Home visits
are being conducted if the family has no means of transportation to either the HSC offices, and /or to any of the
collaborative community partners where an HSC staff is available during various times of the week.
The FSS will continue to work with families as long as the family is responsive to HSC’s assistance, the family is
working through the steps to reach their goals and as long as there is no professional conflict with collaborative
partners in the duplication of services.
Training for Staff Staff are hired that have background knowledge of social service field, social work or behavioral sciences. Ongoing
training is crucial in these areas not only for professional development but also so that the staff does not “burn–out”.
HSC encourages FSS to participate in ongoing training in areas such as: Crisis Intervention Techniques, Effective
Communication Skills, How to handle difficult clients, Learning the signs of “burn-out”, Proper documentation in
Family profiles, Cultural Diversity Trainings, Release and relaxation techniques while on the job to relieve stress,
Learning how to let go of work loads (client’s issues), College courses in sociology, psychology, human behavior.
Expected short- • Families will receive information and referrals to community agencies and social service providers
term impacts • Linkage to community services will be based on family’s needs
• Families will become familiar with various school district personnel and their roles in providing services to
their child
• Families will receive advocacy, translation, accompaniment to appointments and intervention as needed
• Families will receive assistance in completing forms, applications for services
• Meetings with various school personnel will be coordinated to address educational issues will conducted by
FSS at the request of the family
Expected long- • Families will learn how to navigate the school district for services
term outcomes • Families will become aware of certain rights and responsibilities while addressing educational issues
• Families will be informed about the benefits having their children attend college
• Families will develop a clearer understanding about the importance of their participation within their child’s
education
• Families will become familiar with community service agency providers
Program Families self report their progress and/or regression to FSS staff.
Evaluation FSS report on a monthly basis regarding the secured objectives by family’s self report.
35
Approach: Observations of school based meetings showing the numbers of parental attendees.
Number of families served by each cluster.
Number of services provided and reported by FSS on a monthly basis.
Completed ENLACE Surveys.
Implementation Intake Form on each family
Resources Family Support Plan form is completed if the family is willing to participate w/ the plan.
ENLACE Surveys
Home Visits are based on our experience with providing community-based services
Use of community agency directory
Agency policy manual
Access to school Guidance counselors and Social Workers through a district MOU
Long-standing collaborative relationships with community agencies and schools
Implementation HSC Staff turn over and the time it takes to hire qualified personnel.
Challenges Not allowed in the schools on certain days which minimizes the opportunity to strengthen the relationships w/key
school personnel as well as keeping the ENLACE initiative in the forefront
Minimal support for the referral process and identification of students at risk at some schools
Roles and expectations of all partners need to be clearly communicated
Targeted schools under construction during the school year
Unclear expectations about the role of HSC as an ENLACE partner w/SDHC personnel (ENLACE Liaisons)
Families tend to move frequently and /or they have their phone numbers changed /disconnected, which makes it
difficult to follow-up.
Students are sometimes unwilling to obtain counseling services.
Families may not qualify for certain programs because of income level, lack of medical insurance, etc.
Program Outcomes for Participants- Family Support Specialists

Number of 1118
participants: (this includes parents & students as indicated in the CHBC Demographic reporting database)
Demographic Females
characteristics of 7 from Ages: 6-10
participants: 187 from Ages 11-17
36 from Ages: 18-21
4 from Ages: 22-25
511 from 26 & up (mothers)
Males:
0 from Ages: 6-10
224 from Ages 11-17
20 from Ages: 18-21
0 from Ages: 22-25
129 from 26 & up (fathers)
Average number of Visited schools on a weekly basis to meet with School Liaisons, guidance counselors, social workers, parents and
sessions completed students and teachers if necessary.
by participants: Outreach to 629 families. On-going dissemination of information regarding scholarships, internet websites, USF,
HCC, community programs such as Camp Anytown USF, GEAR UP, HOPE, CAMP, ROTC, HEP, AMERICORPS
and test prep for SAT and FCAT.
536 students enrolled for supportive services.
341 families were assessed and served based on issues/concerns that were impeding the progress of their child in
school.
95 community and/or school activities which staff was able to provide, including presentations and/or translations to
the following activities: College/Career and Family Nights, financial aid assistance, ESOL Day celebrations, Hispanic
Heritage festivals, PAC meetings. Presentations were also given to students covering benefits of a college
education, good study habits, adolescence, cultural diversity, study teams between ESOL students and importance
of staying in school. Students were also informed about the goals of ENLACE/ HSC supportive services and were
given flyers to take home to their parents.
10 presentations were given to guidance Department heads as well as school faculty to explain the FSS referral
process, scope of services, and responsibilities of schools.
30 outreach visits to trailer parks and agricultural fields to inform families of information and resources available to
them through FSS and the SDHC Migrant Program.
36
6 community meetings in neighborhoods for migrant families to provide school information/community resources,
schedule assessments and inform about importance of family participation in school activities, financial aid and
college opportunities.
8 weekly sessions of Powerhouse stories theater project for 15 girls, ending with a theatrical presentation to families.
Pre-participation 341 families completed in-take assessments, which indicated the following concerns: Absenteeism-2; Academic
data for Encounters-43; Advocacy- 57; Adult Education-24; Adult Legal Matters-9; Adolescent Issues-2; Behavior Problems-
participants: 5; Clothing Emergencies-24; Counseling Adult-6; Counseling Child-22; Employee/Employment Issues-6;
Employment-62; ESOL Classes-14; Food Asisstance-50; Domestic Violence Adult-3; Domestic Violence Child-1;
Housing-15; Immigration-9; Inter-Agency Referrals-38; Juvenile Legal Matters-4; Landlord/Tenant –2; Medical Adult-
6; Medical Child-11; Mental Health Child-2; Other- 25 (School supplies, completion of employment application);
Parenting Classes-2; Rental Assistance-10; School Information- 66; Social Security Child-1; Toiletries for Household-
2; Translation/Interpretation-14; Transportation Coordination-1.
Post-participation A total of 357 objectives were planned with families; from which a total of 199 objectives were secured, as has been
data for determined by follow-up phone calls, in-person interviews, advocacy and intervention. Of the 341 families receiving
participants: support services, 141 (42%) responded to follow-up phone surveys. Survey results include:
• Ratings of satisfaction with services included 64 (45%) Excellent, 59 (42%) Good, and 15 (11%) Acceptable.
• 114 out of the 141 (80%) clients surveyed stated that the information received was helpful to them.
• 85 out of the 141 (60%) clients surveyed did contact the agencies they were referred to.
• 52 out of the 141 (37%) clients were assisted by these agencies.
• A total of 629 families have attended school activities during this reporting period.
37
Program Name THE FLORIDA FORUM ON HISPANICS AND EDUCATION
Primary Goal To assemble K-16+ educators; funders, service providers, policy-makers, parents and other stakeholders to
address Hispanic educational issues
Main Features A one-day forum with two keynote speakers: Charles Garcia (Florida Board of Governors) and Dr. Patricia Marin
(Harvard Civil Rights Project) and several break-out sessions. The keynote speakers address K-12, community
college and high education policy issues. One parent was a presenter and reactors at the forum. Breakout
sessions focused on key educational practices to enhance Latino student educational access and success.
General Approach Collaboration between the two Florida ENLACE projects.
Email and mailed invitations throughout the state.
Training for Staff Briefed speakers on mission of event, their role, etc
Expected short- Establishment of a foundation for the need for a statewide network to address Latino education issues.
term impacts Increased inform about Latino educational policy issues.
Expected long- Statewide network on Latinos and education.
term outcomes
Program Written survey to determine satisfaction with speakers and workshops.
Evaluation
Approach:
Implementation Executive Director's office coordinated topics/speaker selection
Resources USF's Conferences & Institutes handled logistics
Implementation Keeping speakers to the schedule.
Challenges
Program Outcomes for Participants- Florida Forum on Hispanics in Education

Number of Approximately 220 attendees.
participants:
Demographic Invitees included K-16 public education leaders and practitioners, parents, human services providers, school board
characteristics of members, and other stakeholders.
participants: Key presenters included The Honorable Charles P. Garcia, member of the Florida Board of Education and
President Bush's Commission on Educational Excellence for Hispanic Americans; and, Dr. Patricia Marin, Research
Associate at Harvard University School of Law's Civil Rights Project and co-author of a report on Florida's Bright
Futures Scholarship Program and Talented Twenty admissions program.
Average number of Participation was for the full day of the conference.
sessions
completed by
participants:
Pre-participation To our knowledge, it was the first statewide event to address Latino education issues.
data for
participants:
Post-participation Evaluation surveys indicated a very high overall satisfaction rating of 1.52 (1=excellent and 5=poor). Comments by
data for attendees, included: "This was long overdue," "I'm glad to see a program of this magnitude addressing Latinos and
participants: education," and "I hope you continue to bring us together."
38
Program Name HISPANIC SCIENTIST OF THE YEAR PROGRAM: A Collaboration between the Museum of Science and
Industry and ENLACE of Hillsborough
Primary Goal The primary goal of the Hispanic Scientist of the Year Award is to highlight the contributions of Latinos to science
and technology and thus to encourage Latino students to consider careers in science, engineering, and
technology.
Main Features • Latino students are exposed to successful role models in science and technology fields.
• Latino students are exposed to the excitement of science and technology by interacting with a world-
renowned Latino scientist who encourages them to consider science as a career.
• Latino students are encouraged to enroll in the more rigorous college-preparation courses in math and
science in high school and to consider enrolling in related disciplines in college.
• Undergraduate Latino students are exposed to Latino scientists as role models and encouraged to
consider graduate education and research as part of their career plan.
General Approach An outstanding Latino scientist was selected as the award recipient as follows:
Dr. Acevedo Gutierrez, world expert on dolphin research
Fernando Caldeiro, the first Latino NASA astronaut
Dr. Mario Molina, Nobel Laureate for discovery of ozone depletion
Dr. Antonia Novella, first Latino Surgeon General (Fall, 2004)
The scientist is invited to MOSI to provide educational programs to ENLACE students and to demonstrate the
excitement of working on scientific research projects. For example, Dr. Gutierrez was featured in the IMAX
dolphin film at MOSI. After the ENLACE students saw the film in the IMAX theater, Dr. Gutierrez conducted
discussion sessions with the students.
The scientist is invited to a USF Café con Leche to speak to upper division undergraduate Latino students about
research careers and doctoral education.
The Latino Scientist of the Year awards is presented in a community reception honoring the recipient, gaining
community visibility for the contributions of these outstanding Latino leaders.
Training for Staff No training is needed for staff. The primary skill requirements are those needed to coordinate the logistical
aspects of the events associated with the program.
Teachers in the schools often use the MOSI trip as a basis for curricular enhancement and reinforcement as part
of their regular lesson planning.
Expected short- • Latino students will be exposed to Latino professionals as role models.
term impacts • Latino students will be exposed to new career options within the science and technology fields.
• Latino students will be challenged to think about the value of taking rigorous math and science courses in
high school so as to be better prepared for the college curriculum.
Expected long- An increased number of Latino students will enroll in college prep math and science courses in high school,
term outcomes complete high school, and enroll in college programs in math, science, and technology.
An increased number of Latinos will contribute their talents to science and technology professions and will serve
as role models for younger Latino students.
Program • Tracking of the number of students attending each program
Evaluation • Evaluative feedback from students and teachers (surveys, anecdotal)
Approach:
Implementation MOSI provides the funds to support the travel expenses and honorarium to the Outstanding Latino Scientist.
Resources
Depending on the year, ENLACE of Hillsborough provided funds to support operational expenses such as bus
transportation for students, lunches for students, entry fee to the Museum for students, printing of programs and
marketing materials.
The program will be sustained through a combination of funding pledged by the MOSI Board and the USF
College of Engineering.
Implementation The major challenge has been to develop this program as a part of the School District field trip schedule.
Challenges Transportation and time-away-from school were the initial challenges.
39
Program Outcomes for Participants- Hispanic Scientist of the Year
Number of 1510 annually
participants:
Demographic Gender: Grades/levels:
characteristics of _50% Female Middle school 6-8: 1000-1250 annually
participants: _50% Male Upper division undergraduates: 20-250
Latino students, Teachers: 10
primarily those who
will be first-
generation college
students.
Average number of
sessions One per year
completed by
participants:
Pre-participation
data for NA
participants:
Post-participation Surveys from the annual Museum of Science and Industry (MOSI) collaborations indicate that ENLACE has given
data for Latino middle school students their first opportunity to visit a science museum and a chance to meet a role model
participants: through the Hispanic Scientist of the Year program. Participant observations of the evaluation team indicated that
the visit changed the way some students feel about science, increased awareness and knowledge about science
careers, and increased interest in science. Students made comments such as “I learned that science is fun…”
40
Program Name LATINO ISSUES GRANTWRITERS ALLIANCE (LIGA)
Primary Goal 1. Establish a network of University faculty and staff interested in conducting research and writing grant proposals
to enhance the quality of life of Latinos.
2. Disseminate information about research, grants, and community collaborations being conducted at USF
regarding Latino issues.
3. Develop mechanisms and tools to support the work of faculty and staff interested in collaborative proposals and
projects such as grant writing sessions and grant announcements.
Main Features A network of approximately 75 faculty and staff have joined together to increase the research and grant writing activities
related to Latino issues. LIGA has developed a website, conducted a grant writing workshop, hosted a University-
Community Showcase and Dialogue on Latino issues, and linked faculty/staff with a community partner serving migrant
farmworkers—The San Jose Mission.
General Meetings are held a minimum of once each semester. The initial meeting of LIGA was hosted by the University Provost
Approach who encouraged faculty and staff research and grant writing focused on the enhancement of Latino life and who talked
about this effort as an important part of USF’s mission as a Research I university in a metropolitan area serving a growing
number of Latino students.
A website has been developed linking LIGA members (and others) to grant writing resources and data, journals dealing
with Latino issues and research, National Policy Organizations, USF organizations dealing with diversity, and the USF
Latino profile and boilerplate information for grants.
Announcements about grant opportunities and publication vehicles are periodically distributed to LIGA members
electronically.
A workshop was held to enhance the grant writing skills of faculty/staff and to expose them to successful grant writers. A
follow-up workshop is planned for fall, 2004 on grant reviewing.
A University-Community Showcase and Dialogue was conducted to increase community and university staff awareness
of projects being conducted by USF faculty, often in collaboration with community partners.
The Executive Director of the San Jose Mission was the featured speaker at one meeting. The intent of the meeting was
to acquaint USF faculty and staff with the needs and services of this mission that serves migrant farmworker families. A
follow-up visit to the mission was also conducted. Additional community organizations are scheduled for 2004-05.
Training for Staff If faculty with research and grant writing experience are available, no additional training is needed.
Expected short- • Establishment of a network of faculty and staff conducting research and grant writing dealing with Latino issues
term impacts with the goal of increased awareness of ongoing projects and activities.
• Increased collaboration among faculty, staff, and community members on grants and research projects related to
Latino issues.
• Enhanced environment for faculty and staff to work in a setting where Latino issues are vital to the scholarly work
and community partnerships of the University.
Expected long- • Increased number of faculty and staff participating in grant writing and research on Latino issues.
term outcomes • Increased number of successful grant writers.
• Increased knowledge base designed to improve conditions affecting Latino students and their families.
• Increased communication with Latino-focused faculty at USF.
• More successful recruitment of Latino-focused faculty to USF.
Program Evaluation surveys of events and activities.
Evaluation
Approach:
Implementation Website
Resources Grant writers library support
Minimal amounts of funding to host meetings and events
Implementation Finding a time when faculty and staff can meet.
Challenges Meaningfully developing university/community collaborations.
41
Program Outcomes for Participants- LIGA
Number of 100
participants:
Demographic 80% Female 20% Male
characteristics
of participants:
Average number 15
of sessions
completed by
participants:
Pre-participation Listing of faculty/staff submitting applications for grants dealing with Latino issues.
data for
participants:
Post- Listing of faculty/staff submitting applications for grants dealing with Latino issues.
participation
data for The evaluation survey of LIGA Showcase indicated that outcomes included: increased learning about projects at USF,
participants: increased appreciation for attention to Latino issues, increased awareness of resources. Participants also commented
that this was a positive beginning for LIGA and they had a positive experience at the event.
Surveys suggested that the highest needs for university-community collaborations included the need to build on
ENLACE's momentum by sustaining and expanding educational outreach and partnerships, setting an agenda with
community, and creating a point of contact and coordination at USF with a clear structure for communication.
42
Program Name LINEA DE AYUDA
Primary Goal To provide college access/financial aid information to viewers of our local Univision affiliate.
Main Features ENLACE coordinators from USF & HCC provide quick bullets during prime time commercial breaks with ENLACE
volunteer phone bank available to take calls.
General An evening in September is designated for the event. ENLACE student and staff volunteers (16) answer incoming calls
Approach from Univision viewers who have been prompted by the bullets provided by the two ENLACE coordinators during "live
cut-ins" ( breaks) of novela programming between 7 and 9 pm. Univision gives the event a week of pre-publicity. In year
one, Univision ran post-event vignettes (PSA’s) featuring USF and HCC grads in our community with the message: stay
in school-college is possible-parents, get involved with your student's education. In year two, Univision ran post-event
notices about the college nights in Spanish that would occur at different high schools each Wednesday in October.
Training for Staff Phone bank volunteers arrived early and were briefed on the procedures that would be used to transfer calls to them, the
methods they should use to respond to questions, and what to do if they were not able to answer the caller’s question.
They received briefings on HCC & USF admissions, financial aid, and some K-12 information such as testing, AP
courses, school resources, etc.
Expected short- • Increased knowledge about the college prep and college enrollment processes among Latino families
term impacts • Increased knowledge about financial aid process
• Increased contact by parents/students with HCC/USF/school district Spanish speakers
• Increased knowledge about who to call for further assistance
• Increased knowledge that guidance counselors & guidance resource specialists in the high schools are resources
who can help parents and students regarding college
• Increased awareness of the October college nights
• Increased awareness that college is possible for all
Expected long- • Increased awareness that USF & HCC are welcoming to Latinos
term outcomes • Increased numbers of Hispanic students aiming for college
• Increased numbers of Hispanic students applying early for college and for financial aid
• Increased college-going tradition among Hispanic students from low income families
Program We did not take names or other information from callers because we had many calls from undocumented students and
Evaluation families. We know we had many calls from both. We tallied numbers of calls only. We also gathered anecdotal feedback
Approach: from the phone volunteers.
Implementation Admissions and financial aid brochures, and the "ENLACE Boletínes" were provided to the volunteers; they were also
Resources briefed orally by the HCC and USF coordinators.
Implementation Many of our callers were undocumented students (or their parents) who wanted to know about paying for college.
Challenges Because undocumented students in Florida must pay out of state tuition, it was frustrating to have to tell them that reality.
We also had quite a few calls from foreign-born physicians who wanted to know if our institutions (or any other source)
have a program to help them. While no program is currently available for them locally, we are exploring the possibility of
developing a Health Professions program with the USF Dean of Nursing.
Program Outcomes for Participants- Linea de Ayuda

Number of 985
participants: We also know we reached a vast audience based on Univision viewing area, which numbers 404,000 viewers across ten
counties.
Demographic We did not ask any questions of callers preferring to spend the time on answering as many calls as possible. The
characteristics number of calls was about even—Spanish speakers, English speakers.
of participants:
Average number Linea de Ayuda is once a year in September.
of sessions
completed by
participants:
Pre-participation NA
data for
participants:
Post-part data In year one we had 565 calls, in year 2 we had fewer calls (420), but the questions took longer to answer, which led us to
for participants: think that there was an increased level of understanding based on other ENLACE outreach.
43
Program Name NURSING PROFESSIONALS OF THE FUTURE– USF College of Nursing
Primary Goal Address the critical shortage of nursing professionals;

Introduce minority students in underserved area’s to the nursing profession;
Provide students with the educational tools necessary to make an informed decision in their career development.
Main Features Introduce the nursing profession by providing motivational speakers and a curriculum that is innovative and fun.
Enhance the learning experience through hands-on clinical activities and field trips.
Provide tools to expand the learning experience.
Create an environment to instill a desire to learn more about nursing.
Emphasize scholarship and resource availability.
Instill the knowledge that each student can achieve his or her full potential through education and the desire to
achieve.
General This program focuses on providing a program for 7th and 8th grade students from underserved areas that offers
Approach innovative learning experiences to generate student interest in the nursing profession. The program includes monthly
meetings at each school unless otherwise agreed upon. Nursing Professionals of the Future features guest speakers
from area health care facilities, hospital tours, a field trip to the College of Nursing and basic hands-on clinical
experiences such as CPR and first aid classes.
Training for Staff N/A At this time the staff consists of only one person.
Expected short- This program provides the students with the educational tools necessary to make an informed decision in their career
term impacts development, thereby encouraging them to stay in school and continue their education.
Expected long- Participating students will learn the value of an education and will hopefully go on to attend college; the lack of
term outcomes minorities in nursing will be reversed; the nursing shortage will be addressed.
Program
Evaluation Participation on field trip; drop-out rate.
Approach:
Implementation Additional Funding: Area Health Education Center @ USF (AHEC)
Resources Speakers: Area Health Care Facilities and Hospitals; College of Nursing
Materials: Johnson & Johnson; area hospitals
Implementation Securing funding for the program.
Challenges Finding enthusiastic speakers from a wide range of areas of nursing.
Recruiting male nurses to speak.
Cannot use speakers two years in a row as students can participate for two consecutive years (7th & 8th grade).
Offering field trips that capture the students’ interest and offer hands-on experiences. This year the students were
offered one field trip and a one-day summer camp after school got out for the summer:
USF College of Nursing Field Trip
Each school visited the College of Nursing in April, spending 4-5 hours learning what it is like to be a nursing student.
Their schedule included: Working in the Computer Lab, where the students were split into two teams and assigned
separate research projects on “Alcohol Abuse”; Participating in a Teleconference. After compiling a report from the
statistics they pulled, the two teams were placed in separate rooms to teleconference their reports to each other,
showing them how distance learning and teleconferences are conducted. The Skills Lab followed, with the students
rotating among six stations where they received hands-on experience learning how to gown up for surgery; pack a
wound in a sterile environment; take blood pressure; insert an IV using artificial arms; conduct an eye exam using an
otoscope; clean a Tracheostomy; listen for various lung & heart sounds on a human simulator.
Tampa General Hospital One Day Summer Camp:
Students were chosen based upon attendance and disciplinary records at school, Nursing Professionals of the Future
meeting attendance, and length of time in the program. An additional requirement for students wishing to apply is that
they must have been in the 8th grade during the 2003-2004 school year. As this event took place in June, many
students could not participate due to a conflict with vacation dates. For that reason, next year this event will be
scheduled as a second field trip during the school year.
Sixteen 8th grade students spent the day touring the hospital – highlights of the day included: Donning scrubs, face
masks, head covers and shoes before entering an operating room to view a gall bladder operation; Viewing a victim of
a car accident being operated on; Watching an open cholecystectomy; Visiting the recovery area where they met a
patient who had been struck by a car.
44
Program Outcomes for Participants- Nursing Professionals of the Future
Number of 145 total
participants: 2 parents, 129 middle school students, 10 university students, 4 teachers
Demographic Gender: Grades/levels: 7 & 8
characteristics _104_ Female
of participants: _25_ Male
Average number
of sessions 8 Monthly Meetings and 2 Field Trips per school
completed by
participants:
Pre-participation Demographics of the 5 middle schools chosen to participate:
data for 1) Dowdell in East Tampa - 29% Hispanic; 32% African American, 2) Marshall in Plant City - 17% Hispanic; 16%
participants: African American, 3) McLane in Brandon - 19% Hispanic; 20% African American,
4) Pierce in West Tampa - 57% Hispanic; 16% African American, 5) Tomlin in Plant City - 26% Hispanic; 9% African
American,
The schools were chosen on the basis of 1) High enrollment of underrepresented groups, 2) The percentage of
students on free or reduced lunches, 3) Title 1 or Title 1 Migrant status, 4) Serving a high percentage of low income
families.
Post- Participation on Field Trip to CON: 83% (112 of the 129 students)
participation Drop-out Statistics: 90% Retention. 144 students initially registered; 15 dropped from the program within the first 2-3
data for meetings.
participants:
45
Program Name PASOS AL FUTURO- College Nights in Spanish
Primary Goal To assist Hispanic 11th and 12th grade students and their parents in demystifying the college application, testing, and
financial aid process.
Main Features Five countywide college and financial aid workshops were given in Spanish by the School District of Hillsborough
County’s Bilingual Guidance Services staff for Hispanic parents and students over a period of five weeks in the fall
semester. The five workshops took place at the ENLACE high schools and two other high schools with high Hispanic
enrollment.
General Each of the five nights was set up as follows:
Approach A presentation on expectations and requirements for post-secondary, community college or university entry
was provided, i.e. courses to be taken in high school; what GPA (grade point average) is required; which
entry tests should be taken (ACT, SAT, CPT) and the scores needed for admission and scholarships.
A line by line review of the FAFSA (Financial Aid Form) with an explanation of other items needed to
complete the form.
A Q and A with USF & HCC ENLACE staff
Flyers in Spanish were given to high school guidance counselor to distribute; announcements were made on Univision
television with date and place information. Flyers indicated that box dinners would be available for first 75 attendees at
each site; these were provided by ENLACE.
Prior to this effort, ENLACE staff from USF & HCC conducted college/financial aid nights at the ENLACE high schools
in cooperation with the ENLACE liaison at the high school. “Pasos al Futuro” is a more holistic approach, led by the
school district's guidance office, with participation by USF & HCC.
Training for Staff Bilingual Guidance Services staff compiled and delivered the most current and up to date college and financial aid
information available.
Expected short- • Increased high school academic preparation for college entry
term impacts • Increased passing rate on state testing
• Increased test scores on college entry tests
• Increased college and financial aid applications completed
Expected long- • Increased high school graduation rates for Hispanics
term outcomes • Increased enrollment in post secondary, college and university enrollment of Hispanics
Program Parent and student comments following each presentation i.e. information gained; format preferences. ENLACE
Evaluation evaluator participant observation.
Approach
Implementation • PowerPoint presentation handouts to participants with room for personal notes and comments
Resources • A cookbook style outline of tips for college planning
Implementation • Due to delayed planning we were unable to be included in the School District and local school calendars. For
Challenges the 2004-05 school year the School District is including college and financial aid presentations in Spanish as a
part of the School District college and financial aid nights, thus, providing a form of sustainability for the
program.
• Despite the Univision announcements, more advertising and distribution of flyers was needed. Therefore in
2004-05, besides distributing flyers at the schools, ENLACE will be part of the School District news releases to
inform the Hispanic community that these informational presentations will be made in Spanish.
• Parental attendance--We need to build the tradition of attendance at these events each fall among our Hispanic
population.
Program Outcomes for Program Participants- Pasos al Futuro

Number of Families: 150
Participants:
Demographic Parents: 300
characteristics Students (11th and 12th): 200
of participants: Free and reduced lunch: 85%
Average number One session
of sessions
completed by
participants:
46
Pre-participation 0 (this is the first year of data)
achievement
data for
participants:
Post- 150 Hispanic families received post secondary, college and financial aid information from the school district and USF &
participation HCC.
achievement
data for Senior Surveys indicated that Pasos al Futuro was one of the most effective components of ENLACE, including
participants: providing college information, overcoming cultural/linguistic barriers, recognizing opportunities (students and parents)
and helping to obtain financial aid and scholarships (See Appendix B). The following are a few student comments:
“The most important thing was that I was able to understand things about financial aid, and so did my parents.
Because without financial aid my parents would have not been able to send me to college”; “It was important because it
provide us with information about college that we didn't know before and it also provided information for our parents”;
“[It] guides and helps Hispanic families, so their children can continue to study. It guided me to choose a college or
university.”
The Senior Survey also indicates that of 61 graduates surveyed at two high schools, 100% applied and were accepted
at post-secondary institutions, including 39% at community colleges, 34% at state universities, 10% at private colleges
or universities and 10% at technical schools. In addition, 100% received some financial aid, with 25% receiving full
tuition and/or full expenses coverage.
47
Program Name PRINCETON REVIEW SAT PREP
Primary Goal To help high school students sharpen test-taking skills and knowledge
Main Features Delivered during school hours
No more than 25 per class
Students were provided with workbooks they could keep
Pre and post course practice test
General Approach ENLACE liaisons in each high school selected juniors and seniors to take course
Training for Staff Princeton Review trained staff
Expected short- Increase in number of Latino students taking the SAT or ACT
term impacts Increase in SAT or ACT scores for students who participate
Expected long- Increase college test taking tradition among Latino students at ENLACE high schools
term outcomes Increase in the number of Latino students who enroll in college
Program Liaisons monitor test results;
Evaluation Written survey from students
Approach:
Implementation Workbooks provided by Princeton Review
Resources School Liaisons coordinated recruitment and scheduling
Implementation Identifying the appropriate number of students who will actually take the course, i.e., obtaining attrition estimates and
Challenges planning for over-enrollment to compensate for non-continuing students and no-shows.
Program Outcomes for Participants – Princeton Review

Number of 388
participants:
Demographic Grades/levels:
characteristics of 11th & 12th graders; some 10th
participants:
Average number of
sessions 6
completed by
participants:
Pre-participation Pre-course practice test score
data for
participants:
Post-participation Post-course practice test score:
data for • The mean score increase at one school was 18 points.
participants: • Student reported score increases of up to 100 points.
Several senior graduation survey respondents indicated that one of the activities that affected them the most was
help in preparing to take the SAT. Others expressed greater awareness of the need to concentrate on preparing for
the SAT and suggested more assistance be provided throughout the year, especially coupled with encouragement of
students. Several students mentioned the importance of offering such programs free of charge.
Information on Policy/Systemic Change
The policy initiative of ENLACE of Hillsborough consists of two components: (1) Policy analysis
and advocacy work associated with selected state and federal policies affecting Latinos; and (2)
establishment of a faculty and staff network to increase research that can be used to support policy
decisions and to implement programs supporting Latino students and their families. These two
components reflect the relationship between research and policy, i.e., research is needed to develop
48
informed public policy and, once established, public policy must be analyzed to determine if its intended
impact is being achieved.
State and Federal Policy Initiatives
The original proposal submitted to the W. K. Kellogg Foundation stated that ENLACE of
Hillsborough would work in three major state policy areas: The Bright Futures Scholarship Program; The
One Florida/Talented Twenty College Admission Program; and The Reorganization of the Florida Board
of Education including the establishment of a new governance structure. In Year Three of the project, we
amended our project design to focus our efforts primarily on the first two policy areas and we replaced
the Governance Structure area with the Dream Act and its Florida counterpart.
Our approach in each of these major policy areas has been to collect relevant data, analyze the data
to determine the impact the policy has on Latino students, and to identify methods to disseminate the
new knowledge to the community at large. The outcome of these activities follows:
• A statewide Forum on Latinos in Education was conducted to highlight the impact of the Bright
Futures Scholarship Program and the Talented Twenty Program on Latinos in Florida. Dr.
Patrician Marin, Harvard University, presented an extensive analysis of these two statewide
policies demonstrating their inequity. The Honorable Charles P. Garcia, a member of the
President’s Commission on Education Excellence for Hispanic Americans, further emphasized
the impact of statewide policy on the cultural heritage and pride of Florida’s Latinos. The Forum,
co-sponsored by ENLACE of Miami, was attended by 204 policy-makers, educators, service-
providers, parents, and other stakeholders. The evaluation survey results included ratings of 1.52
on a 5 point scale with 1 being high.
• ENLACE has collaborated with the Florida Immigrant Action Center to inform community
residents of opportunities that will be afforded to Latino youth if the federal Dream Act and
corresponding Florida legislation are approved. ENLACE staff have attended meetings
sponsored by the Center, made presentations at local community meetings, and participated in a
newspaper interview with the St. Petersburg times to provide information on the impact of these
two important pieces of legislation. To date, neither the federal nor the state bill has been
successful but there appears to be growing support for both.
Institutional Policy Initiatives
In order to promote research and program development related to Latino issues, a network of
approximately 75 USF faculty and staff have joined together to create the “Latino Issues Grant-writers
Alliance (LIGA). The group meets formally at least once each semester. The initial meeting of LIGA was
hosted by the University Provost who encouraged faculty and staff to increase their grant-writing and
research efforts. Provost David Stamps indicated that this was an important part of USF’s mission as a
Research I university in a metropolitan area serving a growing number of Latino students. Other
activities that have been conducted thus far include:
• A “Dialogue on Latino Educational and Social Issues” was conducted in November, 2003 to
showcase research and policy initiatives conducted by USF faculty/staff and community members
and to discuss the implications of each. Poster sessions were conducted on the following topics:
o The Bright Futures Scholarship Program
o The Dream Act/The Florida Dream Act
o The Academic Migrant Summer Institute
o Center for Migrant Education Programs
o ESCALERA (a teacher certification program for Latino paraprofessionals)
o RAICES: a promotoras grant funded by the U.S. Department of Education
49
o San Jose Mission/USF collaborations
o Florida Covering Kids: a health insurance initiative for children in poverty
o Cuentos de Familia: A Historical Research Project for Youth
o McNair Scholars Program: Latino Student Participation
o The USF Latino Scholarship Program
o Latino Student Success Stories
o Dia de los ninos/Dia de los libros: Latino Library Collections and Programs
o Increasing Latino Access to Engineering
o Gender Differences in Academic Engagement and Disruption Among Immigrant and Non-
Immigrant Latinos
o Hispanic Girls Resiliency Building
A grant-writing workshop was conducted in May, 2004 to enhance the grant-writing skills of
faculty/staff and to expose them to successful grant-writers who have received grants dealing
with Latino issues.
• A website has been developed linking LIGA members to grant-writing resources and data,
journals dealing with Latino issues, national policy organizations and other relevant resources.
• A goal of LIGA is to link the university with those in the community who provide services to Latino
families with the hope that natural collaborations will develop. For example, in April, 2003, the
Executive Director of the San Jose Mission was the featured speaker at a LIGA meeting. In
October, 2003, ENLACE sponsored a trip to the San Jose Mission so faculty and staff could
observe the mission setting and obtain first-hand knowledge of its programs and services.
Additional community speakers are scheduled for the 2004-05 year.
The policy initiative is building on a steady pace with new advocates at each meeting or activity. The
major challenge is the lack of a research or policy center that focuses on the status of Latinos in the
southeastern states, particularly Florida. Several excellent Latino Policy Centers exist in the U.S. but
none has a primary focus on the status of Latinos in Florida or in other southeastern states with a
growing population of Latino students. We are in the process of conceptualizing a method to utilize our
LIGA group to develop a Center that would fill this gap.
Evaluation Challenges
The developmental nature of the ENLACE Hillsborough initiative creates some challenges for
data collection and analysis. Because of our participatory evaluation approach, as ENLACE Hillsborough
implements new programs and adapts established programs each year, the evaluation adapts as well.
This requires changes in instruments, Institutional Review Board applications and Informed Consents
that are time consuming and potentially confusing to implementers. The evaluation has attempted to
balance change with stability in methods of data collection in order to minimize impact on implementers.
Challenges related to complexity also occurr due to the variety of individualized adaptations to
specific administrations, student populations and environments of each partner, as well as program
accommodations made for each ENLACE Coordinator’s schedule and level of resources. Specifically,
the evaluation works with seven middle schools, three high schools, one community college (including
four campuses), one university and one community-based organization. Interviews with program
Coordinators were adopted as a method for capturing the variety and complexity of our initiative in
conjunction with quarterly activity reporting.
50
An additional challenge in 2003 was sporadic reporting of activities and participation by some
program Coordinators, which resulted in less accurate representation of programs and reduced ability to
document partnership development. Turnover among Coordinators, Family Support Specialists and
School Liaisons, also challenged the consistency of reporting. The evaluation team has attempted to
address these challenges by orienting new hires to the evaluation process, simplifying the reporting
process, decreasing the number of categories of information collected, and supplementing activity
reports with interviews as needed for clarification, triangulation and expansion of data.
Access to MIS data that would demonstrate individual student progress has always been limited
due to concern over privacy requirements and continues to be a challenge.
Plans for Collecting 2004 Outcome Data
In 2004-2005, the evaluation team will follow the overall evaluation design and approach as
outlined in the introduction of this report. Data will be collected on partnership development and strategy
implementation through activity reports, interviews and observations at meetings. Data relating to impact
of activities will be collected through surveys, MIS reports and student records, where available.
Additions or changes to the evaluation strategy will include an emphasis on tracking sustainability
efforts, ALAS strategy outcomes, and more detailed reporting on participation in activities based on the
reporting format supplied by NCCEP.
51
Appendix A- Partnership Conceptual Model
Partnership Development/Community Engagement Conceptual Model
Inter-institutional and/or
Context Strategies Community Outcomes
Issues: • Implementation team joint Short-term:
• Limited collaboration planning and implementation • Increased number of
among local institutional Values and Principles: • Implementation team joint jointly planned and
partners Shared interest problem solving implemented
• Differences among and benefits • Concilio input and advocacy programs
institutional structures • Collaborative planning Forming linkages across institutions/ • Increased number of
• Limited communication • for mutually beneficial communities for sustainability partners/leveraged
channels between programs and outcomes resources
community and • Reciprocal learning • Increased reciprocal
institutions • Respect for language, communication &
• Limited linkages within history, culture, knowledge Engagement
learning between
Partnership
institutions to address and wisdom of the other institutions &
Latino student needs • Creation of structures community
• Limited number of that promote equity and open
Latinos in leadership/ communication Long-term:
advocacy roles • High expectations for • Increased access for
• Cultural isolation of performance and involvement Intra-institutional and/or Latinos within each
Latino students in • Diversity is valued and Community institution
educational institutions promoted • Increasing Latino focus • Increased linkages
Joint assessment of within institutions between community
partnership • Promoting linkages across & institutions
departments, offices, levels • Increased number of
• Maintaining Latinos in
communication between leadership/
institutions, students, parents advocacy roles
• Decreased cultural
isolation of Latino
students at each
institution
On-going reporting and use of evaluation information
52
Appendix B- ENLACE High School Senior Survey 2004
Senior Survey Summary
Seniors at East Bay and Leto high schools participated in a survey in May, 2004, that
asked about their level of involvement and outcomes of involvement. A total of 49
surveys were returned out of a possible 90 (54% response). Demographics for
respondents from each school are shown below:
Demographics:
East Bay High School Leto High School
Male n=9 Male n=3
Female n=23 Female=13 Missing gender = 1
East Bay total n=32 Leto total n = 17
The program at Leto focused on a group of students primarily in college preparatory

tracks who participated in the Princeton Review and had a B average. The program at
East Bay included students at a broader range of GPA levels that had potential for a
variety of post-secondary educational opportunities.
Level of Involvement
Students who rated their level of involvement as low ranged from 21% at East
Bay to 32% at Leto. Regular to high involvement was similar at both schools
(41% East Bay and 37% Leto).
Table 1.Level of involvement by school

East Bay Leto Total
n % n % n
Low 8 20.5% 7 31.8% 15
Some 11 28.2% 7 31.8% 18
Regular 11 28.2% 7 31.8% 18
High 5 12.8% 1 4.5% 6
Very High 4 10.3% 0 4
39 22 61
53
Figure 1. Level of Involvement by School
35.00%
30.00%
25.00%
Low
20.00%
Some
Regular
High
15.00%
Very High
10.00%
5.00%
0.00%
East Bay Leto
There was a wider distribution of students involved in ENLACE activities at East Bay HS
versus Leto HS. Specifically, at East Bay there were students who reported very high
rates of involvement.
Figure 2. Rate of participation in ENLACE activities
100
90
80
70
60
percentage
East Bay
50
Leto
40
30
20
10
Visited Guidance Office
0
college/career info
Other
Talked to ENLACE
Tutored/mentored by
information in Spanish
ENLACE Day / HCC
ENLACE Day / USF
College Nights in
Support Specialist
Used internet for
Field trip
Involved in a club
Tutored/mentored
younger students
Talked to Family
Received college
college student
Spanish
liaison
ENLACE activity
Based on survey responses, the activities that attracted the most Leto students were
ENLACE Day at USF and using the Internet to search for college, financial aid and
career information. In East Bay, more students reported being involved in the DAR
program and receiving tutoring and/or mentoring from a college student and being
involved in a school club. While nearly all of the Leto students surveyed reported visiting
USF during ENLACE Day, only half of East Bay respondents reported doing so. Only
slightly more East Bay students reported attending ENLACE Day at HCC than did Leto
54
students. East Bay students were more likely to have attended a College Night
informational session (or had one of their parents attend) and talked to the school’s
ENLACE liaison about graduation, college and/or career preparation than did Leto
respondents. A small percentage of East Bay students also reported having talked to a
Family Support Specialist or attending another activity not listed. None of the Leto
respondents marked any of these activities.
Table 2. Type of diploma earned

East Bay Leto
Standard 59% 100%
Special 0 0
Certificate of completion 16% 0
A small number of East Bay students reported receiving a certificate of completion

instead of a standard diploma. All of the Leto respondents reported receiving a standard
diploma.
Figure 3. HS Program of Study
50
45
40
35
percentage Advanced college prep
30
College prep
25 College prep/Tech prep
20 Technical prep
Technical/career prep
15
10
0
East Bay Leto
School
Nearly half of Leto students surveyed reported enrollment in an advanced college

preparatory program of study versus six percent of East Bay students. Both East Bay
and Leto respondents reported similar rates of enrollment in college preparatory
programs of study, as well as the combined college and technical preparatory programs.
However, while small percentages of East Bay students reported enrollment in strictly
technical prep and technical career prep programs, none of Leto’s respondents did so.
55
Figure 4. Plans after Graduation
80
70
60
50
percentage
Attend a college, university or

technical school
40
Work and attend college,
university or technical school
30 Enlist in the military
20 Work (no current college

Undecided
10
0
East Bay Leto
schools
While over 60 percent of Leto students reported they planned to attend community
college, university or technical school upon high school graduation, only 20 percent of
East Bay students did so. Nearly 70 percent of East Bay students reported that while
they planned to attend community college, university or technical school upon
graduation, they also planned to work while in school. Very small percentages of
students at both schools said that they planned to enlist in the military. Small
percentages of East Bay students also reported that they planned to work and had no
current college plans or were undecided.
Table 3. Applied to college, university or technical school at time of survey

East Bay % Leto %
Yes 84.6 90.9
No 15.4 9.1
Slightly higher rates of applications were sent to colleges, universities or technical

schools among Leto students.
Table 4. Acceptance to college, university or technical school at time of survey

East Bay % Leto %
Yes 51.4 90.9
No 48.6 9.1
Nearly all of the Leto respondents had been accepted into a college, university or
technical school at the time they took the survey. The figures suggest that all of the Leto
students who applied to a college, university or technical school were accepted. By
contrast, only half of East Bay students reported having been accepted into a college,
university or technical school. The figures indicate that only 61 percent of East Bay
students who reported sending applications to college, university, or technical school
were accepted into these programs. These data may be related to both demographic
differences and the criteria used to select students for involvement in ENLACE activities
at each school.
56
Appendix C- MIS Data Summaries
University of South Florida

Enrollment of all undergraduate Latinos at USF has increased steadily from 2567 to
3593 since the inception of ENLACE (Figure 1a).
Figure 1a. Total Latino Undergraduate Enrollment in Numbers

Undergraduate
2002-03
2001-02
2000-01
Undergraduate
1999-00
1998-99
1997-98
0 1000 2000 3000 4000
Source: USF InfoMart Electronic Database, Accessed January 15, 2004, http://isis.fastmail.usf.edu/infomart/infomart/
Percent of undergraduate enrollment that is Latino has increased from 9.4% to 10.8%
(Figure 1b).
Figure 1b. Percent Latino of Total USF Undergraduate Enrollment

Undergraduate
2002-03
2001-02
2000-01
Undergraduate
1999-00
1998-99
1997-98
8.5 9 9.5 10 10.5 11
57
Growth in Latino FTIC student applications, admissions and enrollment are shown in
Figure 2a below. There is a steady increase in the number of students who have applied
during the years in which ENLACE has been active on campus. However, the number
and percent of students admitted and enrolled have not kept pace (Figure 2a, 2b). In
particular, from 2000 to 2003, the number and percent of students who applied
compared to the number and percent admitted and enrolled indicate a growing gap.
Figure2a. Headcount for Latino FTIC Students
2002-03
2001-02
2000-01
Enrolled
1999-00
Accepted
1998-99 Applied
1997-98
0 500 1000 1500 2000 2500
Figure 2b. Percent Latino FTIC Students
2002-03
2001-02
2000-01
Enrolled
1999-00
Accepted
1998-99 Applied
1997-98
0 5 10 15
58
Both number and percent of Latino community college transfers to USF have increased
consistently during the years in which ENLACE has been active (Figure 3a and 3b).
However, as with FTIC students, there appears to be an increasing gap between
students applying and students being accepted and enrolled in 2001-2003.
Figure 3a. Headcount for Latino New Community College Transfers
2002-03
2001-02
2000-01
Enrolled
1999-00
Accepted
1998-99 Applied
1997-98
0 200 400 600 800
Figure 3b. Percent Latino New Community College Transfers
2002-03
2001-02
2000-01
Enrolled
1999-00
Accepted
1998-99 Applied
1997-98
0 2 4 6 8 10 12
59
The number of Latino students earning undergraduate degrees has increased from 373
at the inception of ENLACE to 504 in 2003 (Figure 4a). There was a decrease in the
number of undergraduate degrees earned in 2000-2001 (Figure 4a).
Figure 4a. Number of Degrees Earned by Latino Students

Undergraduate
2002-03
Number Latino
2001-02
2000-01
1999-00 Undergraduate
1998-99
1997-98
0 100 200 300 400 500 600
Percent of undergraduate degrees earned by Latino students has increased from 7.8%
in 1997-98 to 10.1% in 2002-03, with a decrease in 2000-01 (Figure 4b).
Figure 4b. Percent of Degrees Earned by Latino Students

Undergraduate
2002-03
Percent Latino
2001-02
2000-01
1999-00 Undergraduate
1998-99
1997-98
0 2 4 6 8 10 12
60
Hillsborough Community College
The enrollment at HCC has increased consistently during the time ENLACE has been
active, as indicated by FTE counts (Table 1).
Table 1. Total Enrollment at HCC
2000-01 2001-02 2002-03
Total FTE 9,608 11,230 12,136

Source: Enrollment Analysis for 2002-2003, Hillsborough Community College, External Affairs, October 2003.
The headcount for Latino students at HCC has also increased consistently since 2000
(Figure 6).
Figure 6. Latino Student Headcount for HCC
Latino Student Headcount

(College)
Highlights:
• 553
Additional 5,954 6,487
Students 5,404
in 2002-
2003
• 550
Additional 2000-2001 2001-2002 2002-2003
Students
in 2001-
2002
Source: State submitted student database, 2002-2003 from July 2003.
Distribution of Latino students across the four campuses of HCC is shown in Table 2.
The largest percentages are the Dale Mabry and Ybor City campuses, followed by the
Brandon campus. The campuses closest to ENLACE high schools are Dale Mabry,
Brandon and Plant City.
61
Table 2. Latino Student Enrollment by HCC Campus
Latino Student Enrollment
2002-2003
N %
Campus
Dale Mabry 3,137 48.4%
Ybor City 2,061 31.8%
Brandon 844 13.0%
Plant City 318 4.9%
MacDill 127 1.9%
6,487 100%
Total
Source: State submitted student database, 2002-2003 from July 2003.
62
Hillsborough County School District
The ENLACE school clusters include East Bay High School with Eisenhower,
Dowdell and McLane Middle Schools; Leto High School with Pierce and Webb Middle
Schools; and Plant City High School with Marshall and Tomlin Middle Schools. It is
important to note that each of the schools involved with the ENLACE project are also
involved in many district and school based initiatives to improve student achievement
and other related factors. Any changes in student data cannot be attributed to the
ENLACE project alone. It is likely that any one or combination of initiatives could have
resulted in any student differences.
Students were selected who attended one of the schools in the selected clusters
during the 2001-2002, 2002-2003 or 2003-2004 school years. The data describing the
students from the 2000-01 school year will serve as the baseline data. The data
reported generally reflects the schools at the beginning of the school year. Exceptions
exist with the disciplinary action data, the FCAT results, honors and Advanced
Placement courses, attendance, withdrawal, retention and graduation. The disciplinary,
withdrawal, retention, and graduation data reflects the end of the school year while the
FCAT, course, and attendance data is from the prior school year.
Table 4 lists the ethnic distributions for the 2001-2002 through 2003-2004 school
years of the total population of students attending these schools. A total of 5115
Hispanic students attended a school served by the ENLACE Project during the 2001-
2002 school year. The number of Hispanic students dropped to 5058 at these schools
during the 2002-2003 school year and increased to 5179 in the 2003-2004 school year.
The number of Hispanic students has remained stable at approximately one-third of the
student population. The change in the total number of students was likely due to the
opening of new schools and the resulting boundary changes.
Table 4. Ethnic Distribution of the 2001-2002 through 2003-2004 Student Population

Total Population* Total Population* Total Population*
2001-2002 2002-2003 2003-2004
N % N % N %
White 7598 48.3% 7343 47.7% 7027 45.6%
Black 2508 15.9% 2482 16.1% 2609 16.9%
Hispanic 5115 32.5% 5058 32.8% 5179 33.6%
Other 523 3.3% 525 3.4% 608 4.0%
Total 15744 100.0% 15408 100.0% 15423 100.0%
* Student population from East Bay, Eisenhower, Dowdell, McLane, Leto, Pierce, Webb, Plant City, Marshall, and Tomlin schools
Data represents the enrollment at the beginning of the school year.
Table 5 presents the student ethnic distribution for each school cluster. The
Hispanic student population varied greatly at the three clusters with a low of 20% in
Cluster 3 and a high of 55% in Cluster 2. The percent of Hispanic students in Cluster 1
63
was approximately 30%. For the three years, there appears to be a small steady
increase in the number of Hispanic students within each cluster.
Table 5. Ethnic Distribution of 2001-2002 through 2003-2004 Student Population

for Each Cluster
Cluster 1 Cluster 2 Cluster3
East Bay Leto Plant City
N % N % N %
White 2001-2002 3199 49.5% 1209 27.6% 3190 65.2%
2002-2003 3048 47.8% 1051 25.7% 3244 65.6%
2003-2004 2981 45.0% 907 23.7% 3139 63.2%
Black 2001-2002 1147 17.7% 751 17.1% 610 12.5%
2002-2003 1209 19.0% 669 16.4% 604 12.2%
2003-2004 1328 20.0% 655 17.1% 626 12.6%
Hispanic 2001-2002 1912 29.6% 2206 50.3% 997 20.4%
2002-2003 1897 29.8% 2171 53.1% 990 20.0%
2003-2004 2027 30.6% 2092 54.6% 1060 21.3%
Other 2001-2002 209 3.2% 222 5.0% 92 1.9%
2002-2003 222 3.5% 197 4.8% 106 2.1%
2003-2004 293 4.4% 175 4.6% 140 2.8%
Total 2001-2002 6467 100.0% 4388 100.0% 4889 100.0%
2002-2003 6376 100.0% 4088 100.0% 4944 100.0%
2003-2004 6629 100.0% 3829 100.0% 4965 100.0%
Cluster 1: East Bay, Eisenhower, Dowdell, McLane
Cluster 2: Leto, Pierce, Webb
Cluster 3: Plant City, Marshall, Tomlin
The only indicator of family income that is available to the district is participation
in the free/reduced price lunch program. The difficulty with this indicator of family
income is that students who do not participate in the program cannot be assumed to
have a moderate income. When students reach the middle school and high school
grades, they frequently do not apply for a free or reduced price lunch even though they
may be eligible. Also, the full pay lunch students have a very large range in income.
As shown in Table 6, the Hispanic students at the three cluster schools were
predominately from a very low income family. Approximately 60% of the students
received a free lunch while an additional 9% to 11% received a reduced price lunch.
The remaining 30% of the students were full price lunch students.
64
Table 6. Participation in the Free/Reduced Lunch Program
2001-2002 2002-2003 2003-2004
N % N % N %
Free Lunch 3119 60.9% 3096 61.2% 3148 60.8%
Reduced Price Lunch 469 9.2% 544 10.8% 588 11.4%
Full Pay Lunch 1527 29.9% 1418 28.0% 1443 27.9%
Total 5115 100.0% 5058 100.0% 5179 100.0%
The academic achievement of the Hispanic students attending the three cluster
schools has been described through grade point average, State of Florida test results,
course of study and enrollment in honors and advanced placement courses. The grade
point averages of these students are shown in Table 7. The state grade point average is
computed on courses required for graduation and includes forgiveness for repeated
courses. The county grade point average includes all courses attempted as well as
bonus points for honors and advanced placement courses. Only students enrolled in
high school credit earning courses would have a computed grade point average. The
state grade point average for these students was 2.2 during the 2001-02 year. It rose
slightly during the 2002-003 year and dropped to 2.16 for the 2003-04 year. The county
grade point average has also fluctuated from 2.13 to 2.25 and 2.23. These averages
would indicate school achievement that is in the C range.
Table 7. Student Grade Point Averages

Mean Median Standard Deviation
State Grade Point Average 2001-2002 2.218 2.286 .854
2002-2003 2.266 2.291 .844
2003-2004 2.161 2.143 .383
County Grade Point Average 2001-2002 2.134 2.115 .965
2002-2003 2.252 2.193 .966
2003-2004 2.232 2.141 .947
Data represents the enrolled at the beginning of the year but the GPA reflects the student academic achievement through the
completion of the prior year.
The State of Florida administers the Florida Comprehensive Assessment Test

(FCAT) to all public school students in grades three through ten. The FCAT contains a
criterion referenced test in reading and mathematics which classifies the student into
achievement levels. Level one is the lowest level and level five is the highest level. The
FCAT also includes a norm referenced test that was administered to all students for the
first time during the 2001-2002 school year. Subtests in reading and mathematics are
administered allowing for comparisons with the national normative population.
65
The FCAT criterion referenced test results for the three clusters of Hispanic
students are presented in Table 8. Approximately 36% of the 2001-02 students were at
level one in reading and 26% were at level one in mathematics. Student performance at
level one indicates little success with the challenging content of the Sunshine State
Standards. The number of level one students in reading has increased steadily to 39%
while the percent of level one mathematics students has dropped slightly to 25% in
2003-04. It is important to note that the number of not tested students has dropped
during the three years reported on Table 8. The increased number of level 1 students in
reading may be an indication of a greater inclusion of limited English speaking students
in the testing program.
Table 8. FCAT Student Achievement Levels

Reading
2001-2002 2002-2003 2003-2004
N % N % N %
Not Tested 1194 24.7% 876 18.3% 867 17.7%
Level 1 1740 36.1% 1857 38.9% 1938 39.1%
Level 2 958 19.9% 1002 21.0% 1087 21.9%
Level 3 676 14.0% 764 16.0% 793 16.0%
Level 4 192 3.9% 240 5.0% 232 4.7%
Level 5 65 1.3% 40 0.8% 43 0.9%
Total 4825 100.0% 4779 100.0% 4960 100.0%
Data represents the current year students’ FCAT results from the prior spring administration.
Mathematics
2001-2002 2002-2003 2003-2004
N % N % N %
Not Tested 1195 24.8% 906 19.0% 876 17.7%
Level 1 1262 26.2% 1246 26.1% 1262 25.4%
Level 2 985 20.4% 1112 23.3% 1238 25.0%
Level 3 921 19.1% 1018 21.3% 1067 21.5%
Level 4 376 7.8% 410 8.6% 426 8.6%
Level 5 86 1.8% 87 1.8% 91 1.8%
Total 4825 100.0% 4779 100.0% 4960 100.0%
66
Table 9 presents the mean and median norm referenced results from the FCAT
reading and mathematics subtests. The mean NCE in reading was 43.8 while the
mathematics mean NCE was 52.6. The Hispanic students fell in the low normal range in
reading but scored slightly above the mean in mathematics. The results for the 2003-04
students were similar to the prior year.
Table 9. FCAT Norm Referenced Test Results

Mean NCE Median NCE Standard Deviation
Reading NRT 2002-03 43.8 43.0 17.46
2003-04 42.8 42.5 16.84
Mathematics NRT 2002-03 52.6 52.6 18.30
2003-04 52.8 53.2 17.8
In addition to student test scores and academic grades, levels of student

achievement can be examined by reviewing the course of study that the student has
selected as well as the courses in which the student is enrolled. Table 10 presents the
students’ course of study. Students without a course of study are likely to be middle
school students or those high school students who have not completed the paper work
to declare a course of study with their parent. The high school students have most
frequently selected a college preparatory course of study followed by a technical course
of study. The International Baccalaureate program (IB) is not housed in the three cluster
schools, therefore, the students with the IB course of study are likely to be students who
withdrew from the program and returned to their neighborhood school.
Table 10. Course of Study

2001-2002 2002-2003 2003-2004
N % N % N %
Advanced College Preparatory 49 1.0% 91 1.8% 105 2.0%
College Preparatory 612 12.0% 707 14.0% 691 13.3%
College Preparatory/Tech Preparatory 473 9.2% 533 10.5% 573 11.1%
International Baccalaureate 2 0.0% 4 0.1% 4 0.1%
Technical/Career Education 334 6.5% 303 6.0% 239 4.6%
Technical Preparatory 285 5.6% 303 6.0% 278 5.4%
Special Program 77 1.5% 97 1.9% 103 2.0%
None 3283 64.2% 3007 59.5% 3186 61.5%
Total 5115 100.0% 5058 100.0% 5179 100.0%
67
Advanced Placement Courses
2001-2002 2002-2003 2003-2004
N % N % N %
Mathematics 1 0.0% 1 0.0% 8 0.2%
Science 4 0.0% 10 0.2% 8 0.2%
Social Studies 13 0.3% 11 0.2% 20 0.4%
English 1 0.0% 8 0.2% 9 0.2%
Data represents the current year students’ course enrollment from the prior school year.
Table 11 lists the percent of students who were enrolled in an honors or

advanced placement course during the 2000-01 through 2003-04 school year. Only
courses in the major areas of study were reviewed and the data reflects the students’
course work from the prior year. Less than 3% of the 2001-02 students were found to
have enrolled in a honors course but the rate has steadily increased to approximately
4% for the 2003-2004 students. Very few students were enrolled in advanced
placement courses during each of the school years. The low enrollment in advanced
placement is possibly a function of student grade level and course availability. Students
generally begin to take advanced placement courses in their junior or senior year and
each high school does not have similar advanced placement course offerings.
Table 11. Student Enrollment in Honors and Advanced Placement Courses

Honors Courses
2001-2002 2002-2003 2003-2004
N % N % N %
Mathematics 150 2.9% 182 3.6% 205 4.0%
Science 182 3.6% 206 4.1% 227 4.4%
Social Studies 157 3.1% 201 3.9% 195 3.8%
English 159 3.1% 198 3.9% 236 4.6%
Data represents the current year students’ course enrollment from the prior school year.
At the completion of each school year retention, promotion and graduation decisions are
made on each student. Throughout the school year, students are withdrawn from school
for any number of reasons such as moving or dropping out of school. Tables 12 through
14 present the data on student withdrawal, retention, and graduation. The data on
student withdrawal information was completed at the end of the school year. Data is
currently unavailable for the 2003-04 school. As shown in Table 13, 81% of the students
were promoted or retained within the Hillsborough County school system. An additional
8% withdrew to attend a school outside the public school system while 6% to 7%
graduated. The dropout rate was approximately 1%.
68
Table 12. Withdrawal Codes
2001-2002 2002-2003 2003-2004
N % N % N %
Promoted or retained 4357 81.1% 4435 81.8%
Withdrew to attend other school 421 7.8% 393 7.3%
Graduated 327 6.1% 401 7.4%
Dropped out 72 1.3% 40 0.7%
Withdrew due to change of placement 6 0.1% 20 0.4%
Whereabouts unknown 52 1.0% 24 0.4%
Withdrew to attend home education 9 0.2% 12 0.2%
Withdrew to attend adult education 128 2.4% 94 1.7%
Total 5372 100.0% 5419 100.0%
Withdrawal information is based on the end of the school year.
Table 13 presents the retention information on the Hispanic students enrolled at

the cluster schools and the Hispanic students at the remaining district schools. It is
important to note that retention decisions in ninth grade are based on course completion.
Students may not move into tenth grade until they have completed required courses in
English, mathematics, science and social studies. It is not uncommon for students to
remain in ninth grade and then move to eleventh grade. Therefore, retention in high
school does not necessary mean that the student is not making progress toward
graduation with his/her class. The student may complete the required courses at a
different point in their education. Retention data will not be available for the 2003-2004
school year until the end of the year.
As shown in Table 13, approximately 11% of the Hispanic students at the cluster
schools were retained during the 2001-02 school year and the rate increased to 14% for
the 2002-03 school year. The greatest percentage occurred in ninth and tenth grade.
Over one-quarter of the ninth grade students were retained. Generally, the Hispanic
students at the cluster schools were retained more frequently than the Hispanic students
at other district schools.
Table 13. Retention Rates

2001-2002 2002-2003 2003-2004
N % N % N %
Grade 6
Enlace 44 4.9% 57 6.0%
District 107 5.0% 139 6.2%
Grade 7
69
Enlace 74 8.2% 89 9.9%
District 146 7.1% 188 8.3%
Grade 8
Enlace 84 9.1% 85 9.8%
District 160 7.8% 161 7.9%
Grade 9
Enlace 223 26.6% 226 31.3%
District 365 15.8% 364 15.3%
Grade 10
Enlace 44 10.2% 118 24.6%
District 135 8.3% 282 14.5%
Grade 11
Enlace 14 5.0% 38 11.3%
District 46 3.7% 104 7.1%
Total
Enlace 483 11.3% 613 14.4%
District 959 8.4% 1238 10.0%
Retention data is based on the end of the year.
The disposition of seniors at the cluster schools is presented in Table 14. It should
be noted that the graduation information is based on the end of the school year and
includes all seniors that were enrolled at one of the high schools. Data will not be
available for the 2003-04 school year until fall. Eighty-six percent (86%) of the seniors
graduated with the regular diploma during both the 2001-02 and 2002-03 school years.
There were an additional 4% of students who left school with either a special diploma or
a certificate of completion in 2001-02 while 6% received a special diploma or certificate
of completion during the 2002-03 school year. Only 1% of the students left school in
their senior year without any plans to received their diploma.
Table 14. Graduation and Diploma Rates

2001-2002 2002-2003 2003-2004
N % N % N %
Stayed in school 14 3.9% 8 1.9%
Withdrew to attend another school 9 2.5% 17 3.9%
Dropped out 4 1.1% 4 0.9%
Graduated with regular diploma 311 86.1% 372 86.1%
70
Graduated with special diploma 6 1.7% 5 1.2%
Graduated with certificate of completion 10 2.8% 23 5.3%
Withdrew to attend adult school 7 1.9% 3 0.7%
Total 361 100.0% 432 100.0%
Graduation information is based on the end of the school year.
71
Appendix D- ENLACE Logic Model
ENLACE of Hillsborough Conceptual Model

Issues Implementation Strategies Outcomes
Guiding Partnerships
•Need to de-mystify
college and graduate Principles
school
•Limited # of
Latinos are in •Family Focused
leadership roles US F Community
(policy makers, role HS C
models, and
Families
•Co mmunity Linked •Increased
mentors) Students number of Latino
HCC SDHC Business students
•Limited
collaboration among
•Student based Organizations successfully
local institutional transitioning
partners throughout the
educational
•High drop-out, lo w pipeline
graduation and
dimin ishing
participation of
Latinos in higher
•Increased
education •Collaborative
number of Latino
CRITICAL students
•Cultural and
TRANS ITION complet ing
linguistic biases in •Holistic POINTS
formal educational higher education
Mi ddle school to high
testing
school; high school to
•Need for financial •Assets based college; 2 yr to 4 yr
assistance and need college; and under-
for access to existing graduate to graduate
financial assistance school
•Cultural isolation of
Latino students on
college campuses
72
Evaluation

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ENLACE of Hillsborough

2003 Annual Evaluation Report

July 28, 2004

Norma Cano-Alvarez- University of South Florida ENLACE Coordinator

Management Team Members

Implementation Team Members

Family Support Specialists (FSS)

Evaluation Team Members

Evaluation activities and methodologies 2

Structure and functioning of ENLACE partnership 3

Types of programs/activities implemented 8

How programs are woven together to address student needs 17

Core Program Descriptions and Outcomes 18

Information on Policy/Systemic Change 48

Plans for Collecting 2004 Outcome data 51

A-Partnership Conceptual Model 52

B-ENLACE High School Senior Survey 2004 53

C-MIS Data Summaries 57

D-ENLACE Logic Model 72

Evaluation activities and methodologies

Structure and functioning of the ENLACE partnership

The ENLACE partnership structure includes a Management Team and Implementation

The partnership functions through collaboration of Management Team members

Indicators of collaboration show both Management and Implementation teams remain

Key partnership activities

Collaboration between partners resulted in the successful implementation of Pasos al

Figure 2: ALAS Logic Model

Responsibility for implementing ENLACE

Partners were involved in decisions across the partnership as well as on an advisory

USF emphasized implementation of new and continuing programs (Nursing Clubs,

Key decision-makers and leadership within the partnership

Types of programs/activities implemented

Over 33 programs/activities were implemented, as indicated in Table 1.

New programs in 2003 included DAR Tutoring/Mentoring, Nursing Professionals of the

Core programs developed specifically through ENLACE

Table 3. Leto Senior Survey Data

How programs are woven together to address student needs

Core ENLACE Programs and Outcomes

Program Name ALAS- Awareness, Linkages & Supports

Program Outcomes for Participants- ALAS

Program Outcomes for Participants- Atrévete

Expected short- Increase of college applications.

Implementation The “pages” Boletínes themselves.

Program Outcomes for Participants- Boletínes

Program Outcomes for Participants- Cuentos de mi Familia

Program Outcomes for Participants- DAR

Program Outcomes for Participants- El Centro- HCC

Program Outcomes for Participants- El Centro USF

Primary Goal To introduce high school students to the college setting.

Program Outcomes for Participants- ENLACE DAY-HCC

Program Outcomes for Participants- ENLACE Day USF

Average number of Five sessions

Program Outcomes for Participants- Family Support Specialists

Program Outcomes for Participants- Florida Forum on Hispanics in Education

Program Outcomes for Participants- Linea de Ayuda

Primary Goal Address the critical shortage of nursing professionals;

Program Outcomes for Program Participants- Pasos al Futuro

Program Outcomes for Participants – Princeton Review

Information on Policy/Systemic Change

State and Federal Policy Initiatives

Institutional Policy Initiatives

Plans for Collecting 2004 Outcome Data

Partnership Development/Community Engagement Conceptual Model

On-going reporting and use of evaluation information