• Share data on Hispanic students with faculty, staff, and students. The college community should know how students are performing, which will encourage stakeholders to become engaged in institutional efforts.

• Use short-term measures of academic progress to guide improvements in curricula, instruction, and support services for Hispanic students. Using short-term measures of academic progress engages faculty in the scholarship of student success and focuses their efforts to improve their own students’ achievement and their institutions’ capacity to serve students.

• Encourage and support the sharing of disaggregated student data between community colleges and baccalaureate-granting institutions. This help to establish better transfer pathways and better understanding of the barriers to Hispanic college student success.

• Provide a holistic approach to serving Hispanic students within the institution. Too often academic, support services and student life programs operate independently and may be either duplicative or ineffective.  

• Partner with other educational organizations in the community to align educational resources. Hispanic students tend to enroll in colleges in their own community, so there is a rich opportunity to align educational services in the K-16 pathway to better support students.

• Seek external sources to develop and test innovative practices while adding proven practices to the institutional budget. The 12 institutions in this study actively sought and received additional federal, state, or private support to finance their student success activities.

• Apply lessons learned in improving services to Hispanics to improve services for all students. Effective practices for improving Hispanic success will likely help other students.