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Since the 1990's, the federal government has allocated funds to Hispanic-Serving Institutions (HSIs) to through the Title V, Developing Hispanic-Serving Institutions program. However, this program has become increasingly competitive such that less than half (40 percent) of all eligible HSIs received Title V funds in 2020. The competitive nature of HSI federal funding has increased the importance for HSIs to plan effectively for grant competitions and utilize funds in a sustainable manner that supplements existing institutional efforts. The increasingly limited reach of federal funding has raised questions regarding how institutions participate in HSI federal grant programs and the impact these programs have on sustaining institutional practices that facilitate Latino student success. "Excelencia" in Education interviewed six HSIs to understand how these institutions have participated in HSI federal grant competitions, specifically the Title V and HSI STEM grant programs. The institutions shared their current strategies for preparing federal grant applications, how they have leveraged federal funding to advance and sustain institutional efforts, and what it means to them to be an HSI. From the interviews, the HSIs demonstrated strategies that can refine the way policymakers and HSI advocates approach the way they support HSIs. The implications of the institutional practices shared in this brief may inform how other HSIs strategize their own federal grant participation strategies and inform the U.S. Department of Education (ED) in how their grant application and evaluation processes look in practice.

We present results of a randomized controlled study that compared different types of affective messages delivered by pedagogical agents. We used animated characters that were empathic and emphasized the malleability of intelligence and the importance of effort. Results showed significant correlations between students who received more "empathic messages" and those who were "more confident," "more patient," exhibited "higher" levels of "interest," and "valued" math knowledge more. Students who received more growth mindset messages, tended to get more problems correct on their first attempt but valued math knowledge less and had lower "posttest scores." Students who received more "success/failure" messages tended to make "more mistakes," to be "less learning-oriented," and stated that they were "more confused." We conclude that these affective messages are powerful media to influence students' perceptions of themselves as learners, as well as their perceptions of the domain being taught. We have reported significant results that support the use of empathy to improve student affect and attitudes in a math tutor. [For the full proceedings, see ED596512.]

This report examines the extent to which young people work in California agriculture and describes work-related hazards and injuries among young agricultural workers. Data were gathered through a literature review; discussion groups with parents, community groups, and English-as-a-second-language students in the San Joaquin Valley; surveys of 295 high school students in 4 central California counties; and interviews with 23 farm employers. Findings indicate that current employment data do not accurately reflect the situation in many San Joaquin Valley communities. National studies of childhood agricultural injury and illness cannot be generalized to California because of unique aspects of the state's agricultural industry. Research is especially lacking on sexual harassment and other forms of workplace discrimination faced by young farmworkers. Agriculture is a major source of youth employment in California. Agriculture is also a dangerous occupation, with high rates of fatal and nonfatal injuries for all workers and young workers. Nevertheless, farm labor contractors often do not know or obey child labor regulations. Occupational risks and poor working conditions include working in the sun, exposure to pesticides, hazardous machinery, lack of clean bathrooms and drinking water, and transportation hazards. Participants were unanimous that agricultural health and safety should be part of the school curriculum. Recommendations are offered to employers, schools, parents, community organizations, researchers, and government agencies. Appendices include an outline of California child labor laws and a fact sheet for teen agricultural laborers in English and Spanish. (Contains 46 references.) (SV)