sylvia hurtado, who you met before, nicholas hillman, ann-marie nunez. why don't we start at the end and put ann up first. >> thank you for the opportunity to be here. my particular paper is co-authored with wilda rodriguez who could not be here today. we focused on how the shortcomings of a post secondary ratings system could lead to shortchanging hispanic-serving institutions and their outcomes. so as today's research and other research indicates there are well documented differences in student and institutional characteristics between hsis and nonhsis that would lead hsis to have lower graduation rates on average than nonhsis. and so our analysis at the beginning of this paper -- in the previous session we talked about the possibility of adjusting for some of these student and institutional characteristics. and so in fact at the beginning of our paper, we find that when we account for student characteristics, financial resources of institutions, policies at institutions that might influence completion, whether or not an institution has an open admissi

>> i'm just going to comment briefly on nicholas hillman's paper. this particular paper is the importance of geography in terms of student's college choice, that as he states about seven in ten students in the u.s. choose to stay close to home and how important a local post secondary option is. and that 10% of the u.s. population lives in an education desert. as we have heard, such institutions are more likely to cefareceiv receive lower scores or they would in an accountability system. penalizing these institutions for low scores by awarding them less funding could strain their capacity to further serve their students and in some cases could lead them to close. this would hurt students and families for whom that may be only or one of a few options. one of the things that i would encourage us to all consider and for hillman to develop is to emphasize that part of the limitation of post secondary options in certain geographic areas is influenced by the historical context of those areas and as lorelle exposed, state context, local policy. this include

sylvia hurtado, who you met before, nicholas hillman, ann-marie nunez. why don't we start at the end and put ann up first. >> thank you for the opportunity to be here. my particular paper is co-authored with wilda rodriguez who could not be here today. we focused on how the shortcomings of a post secondary ratings system could lead to shortchanging hispanic-serving institutions and their outcomes. so as today's research and other research indicates there are well documented differences in student and institutional characteristics between hsis and nonhsis that would lead hsis to have lower graduation rates on average than nonhsis. and so our analysis at the beginning of this paper -- in the previous session we talked about the possibility of adjusting for some of these student and institutional characteristics. and so in fact at the beginning of our paper, we find that when we account for student characteristics, financial resources of institutions, policies at institutions that might influence completion, whether or not an institution has an open admissi

sylvia hurtado, who you met before, nicholas hillman, ann-marie nunez. why don't we start at the end and put ann up first.

so i would turn to nicholas hillman for the next paper presentation. >> great. thank you for the opportunity to share my work here. a work in progress for sure. so i'd love to have conversations and ideas about where this could go next, but the central argument here for this paper, which is called the differential impacts of college ratings case of educational deserts. the central argument here is a very straightforward one, a simple one that gets overlooked but one that's critically important for thinging about the educations of a federal ratings system and especially tying funds to a college ratings and that's place matters. so often in research and policymaking on college access, we focus on the process of opportunity. questions like did the student take ap courses, did the student apply for the fafsa, did they take the right steps in order to be prepared and enroll and persist in college? and procedural opportunity is obviously important. but there's also geographic opportunity and the geography of opportunity is something that matters here, and that's what'

. >> i'm just going to comment briefly on nicholas hillman's i paper about the case of education desert. and has been mentioned, one of g the most important contributions of this particular paper is thei importance of geography in terms of students' college choice. as he states about 7 in 10 de students choose to stay close to home and hoe important a local t post secondary is. and 10% of the u.s. population lives in an education desert. as we've also heard, such institutions are more likely to receive lower scores or they would be on a lot of the metrics we've been talking about in an y accountability system. so utilizing these institutionsh for low scores by awarding themi less funding could strain their capacity to further serve their students and in some places could lead these institutions to close. this would disproportionately en hurt families for whom that may be the only or one of a few post-secondary options.t of one of the things that i would encourage us to all consider and for hillman to develop is to rac emphasize that part of the limitation of post-secondary cot options i