The influence of higher education policies on college readiness at two Texas Hispanic-Serving Institutions

The purpose of the dissertation is to gain insight into how higher education policies can influence institutional performance in Latino postsecondary degree completion; specifically, through an examination of the college readiness efforts of two Hispanic-Serving Institutions in Texas. Over half of all Latinos in postsecondary education in the United States attend a Hispanic-Serving Institution. Texas is an important subject for study as it is one of two states with the largest population of Latinos, and the state has made deliberate efforts to improve Latino degree completion as part of its strategic plan for higher education. The case method was used to answer the specific research question of: how do higher education policies help or hinder efforts by two Texas Hispanic-Serving Institutions to improve college preparedness? The study focused in the areas of (a) Alignment of K12 and college curriculum and assessment (b) Developmental education programs and (c) Transfer from community college to university. Two site visits were conducted each in Austin and El Paso, Texas in September and October 2010. The findings were analyzed in the context of McDonnell and Elmore's Alternative Policy Instruments: mandates, inducements, capacity-building or system-changing. Capacity-building investments in El Paso were found to have provided a critical base upon which other college readiness improvement efforts have been successful. The use of various state policy Mandates has been effective in creating either alignment or disconnects between El Paso educational systems. Finally, two system-changing policy instruments were identified as particularly influential to completion efforts in El Paso.