 Let's take the opportunity to introduce this about eight to ten minutes, suffering from each of the areas that are coming to be discussed in more detail in the discussion panel, the breakout session. And the basic idea is you don't know it's a challenge to step out of what our focus is, whether that's education or how the intent of it is up. But the reality that we also know is quite a lot of resources, is they're all interconnected. The idea is the old adage, what comes first, chicken with the eggs is up. If you're in education, don't play. Education is number one. It comes before everything. If you're in health, well, easy. Don't play. Don't play. Don't play. Yes, I am. And so it is a challenge to work across these issues. But I hope that you already see, even in terms of setting the table presentation, that fundamentally it doesn't make a difference on the issue. Yes, in terms of the uniqueness of each one, what we need to do with strategies, et cetera, not to say the least of the kind of dollars we need to make it happen. But nonetheless, in those underserved policies, how do we move those agendas? Because when we go to Austin, if I guess, you already heard what the budget looks like, so do that for us. If you'll figure out we need some more money for economic development and housing, or we need to do this in health care, or we need to do this in job training. But guess what? You're just going to have to go in circles. Because that's a structural problem of the way we collect taxes. It's not there. So are we putting our energies correctly, et cetera? Or are we double-picking it up and put it in, et cetera, et cetera, et cetera, et cetera? And so it's really a predicament. But again, the point here, in terms of the summaries, we kind of wanted everyone to kind of get a little bit of a flavor of each of those areas in terms of the summary way, but each of the panel could discuss it in more detail, et cetera. And also, we don't want to... We don't presume that even in the hard work that the folks have done to put together their discussion papers, it could be that you're sitting at the table at the discussion panel and saying, okay, you didn't touch on this. It's not me yet. It's the ones that you need to put it on the table. And so I just want to mention that as well. So I'd like to ask, we have three or four individuals, and again, I thank them very much for taking the time and effort to do this for us. And I'm just going to quickly introduce all four of them. And then one at a time, we have them come up and they come from four different campuses throughout the state. And it's really nice to see that, number one. And I'd like to start with Elena, I discovered it from the University of Texas at a bustle around education. Elena? Thank you, everybody. Let me get this up. I'm going to erase everybody else's. So first of all, one, thank you very much for the introduction. And thank you first and foremost for saying that let's put the budget aside as we talk about education. Because if we don't, we won't move forward. We know that, right? And Eva, are you here? Eva, I want her praise, all right? I want her praise. I wish she understands the budget. It's amazing. It's amazing. It was depressing, right? But I do think that we have opportunities for short term goals, right? Short term action, and then long term goals, with that given in mind. Indeed, science, thank you so much for all the demographic information. Oh my goodness. There's so much. You can get on there and look for demographics and any other perspective. The person, the year, and the groups. You get a whole different, you know, ball of numbers. But the thing that we do know is that no matter how you look at it, you're Latinos. All right? All right, hello, let's go find a question board. And at the same time, you know, it's important that we understand that. And I think it was evident to me, I'm getting everybody confused. It was evident to the time where we need the best education for our kids. What's happening to the budget? It's shrinking. So we have to get really, really strong here and we have to get very, very collectively, you know, work together and see what we can do. So I call this the state of, you know, Latino education. So here are some demographics right here. These are the five largest states and the largest Hispanic population, right? According to Pew 2016. So these states hold 65% of all Hispanics. Texas is only two, right? California leads right now. That was shared also. Nationally, the Hispanic dropout rate has declined somewhat and college enrollment hasn't increased. However, the economic factors still remain a barrier to many of our kids getting to college. And because of that, they choose to go to two-year programs, which are mostly community college, and go into universities. Right? Because they need to work. Because of tuition. Because they need to work. So this really says something to the decrease that we've had in federal funding on L grants and all these other funds that come in that actually support financially and support our students. They're shrinking. They're shrinking. This is national. In Texas, Latinos are the largest ethnic group in public schools. And we were at 28 in our student spending. And right now in our schools, Latinos comprise more than 50% of our student population. In our schools, 52.2% of that alone is enrollment in 2015, 2016 school year. And 64.3% of those are babies committed at pre-kindergarten rate. We talk about services, right? Services that have to be there to families and children with that age. And access, access to early childhood that's extremely important. If you look at the class of 2015, four-year graduation rate, Asian students are at the top. White, follow, we're not. Hispanics that have come next in our African-American population fall on fourth place. But Hispanic high school graduates are more likely again to attend a two-year college rather than a four-year college program because of economics. Because of economics. Now, there's something that we have in the state known as dual credit education. And it's going on in several places all over the state. And this is really an opportunity for students in high school to take a course that is taught by a teacher who's credentialed by SACs, our credentialed institution, to teach these courses that are a little more advanced, maybe a little more. There's more rigor in them, but the kids are getting dual credit. They're getting high school credit and they're getting credit at the university. So what does this do? It saves money because they're not paying tuition. Okay? Number two, it shortens the life, the time to graduation. And for our Latino population, guys, that is a game changer. That is a game changer right there. Right? So they're coming up and starting out with 1,000 programs. And I think we're in 100,000 programs now. Stay quiet. I know that the UT system right now has a huge research piece where they're looking at dual credit because they're questioning quality. All right? They're questioning quality. Well, first of all, the teachers that teach in those programs are in credentialed quality. They have to have a master's and they have to have 18 hours in that area that they're teaching. And that's the problem. I wondered, I felt for a while, why do we have to wear these? Why just a certain population? Why don't all schools teach this way? And it has to do with the credentials. And the more teachers we can get, in those 18 hours, we'll have the masters on the courses that are most offering in the colleges that they're coming in, the more we can make this accessible to students. The courses are histories, English, a lot of English, a lot of biology, a lot of the core courses that are here. And so students are just doing amazing. All right? We've got some of these students at UT and they're amazing. It's incredible. And we did some focus groups for these students to find out what their trajectory was, like the transition from high school to the university was a lot easier because they got used to the rigor in the course loop. They also felt more motivated. They were interested in learning. So there are a lot of positives that are here, not just the amount of money that they're saving, but for our population that never one reason that we're behind this is poverty. Poverty is everything. One, you said poverty. No, you said poverty. You talked about poverty. You said that's the big one. Absolutely. So for our kids, this program here is a game changer. And we hope that the research that they do does in fact put it back on track. Now, from this population of Latinos, right? That's our largest number of what they call English learners. We call them English learners. And you can see on the map here where they're just exploding all over the country. Traditional states like Texas, California, Florida, New Mexico, New York, and we've been adding for a long time and in larger concentrations. But all of a sudden we have south. The south. You've got Arkansas. You've got places that never had English learners before. Now it's exploding. Why are the students going there? Why are the families going there? It's economics. I've been going to Arkansas for the last 16 years. The first year I went, the kids were little. They were cute. They're cute. They're cute. They're not cute anymore. They're little. They're my school. And the schoolers had no interest, right? That's what's happened. So changing that kind of understanding, the challenges that English learners have and having access to a full curriculum. And that's when we are really seriously in need of demanding and monitoring. And that is the curriculum that your English learners are receiving is watered down. Okay? It's simplified because the English isn't there. We don't want that. They have to have access to rigor. And that takes a lot of good training for teachers. They're the fastest growing groups and they're very diverse. Somebody said this morning we had a lot of diversity in our Chicago. They're Mexican-American, so we're not going to be a problem. We also have a lot of diversity in the kinds of ways that we have in terms of newcomers. We have a lot of newcomers. Being on the border, we have a lot of newcomers. There's two kinds of newcomers. One newcomer has everything to do with families that are free. And they had interrupted schooling. And there are low education levels in the family. So the students that we get have a little literacy skills and on top of that, they have to learn English. And on top of that, they only have so many years to complete what they need to complete in order to graduate. Which means the instructional piece is extremely important. The training of teachers and principals and counselors preparation of all that is really important. It's impressive to see a 21% budget for higher ed. But we have part to do too in order to prepare the best for the kids to know what they're struggling with now. We also have newcomers so that comes from very well-educated families. And so they have the background. Those flounder around a little bit at the beginning and they're in the general program and they find it. We're referring to these students as emergent bilinguals. Because when we use the English learner term alone, we have totally dismissed the bilingualism and the bilingualism that they bring with them and everything else. You've wiped it out. And so politically, politically correct now is to use emergent bilinguals, EVs. We're so full of acronyms I recognize them. But as a statement says that we're doing it for a reason. If we talk about our English learners, they've increased by a lot between 25, 26 and all the way up to 20, 15, 20, 16. This has put a lot of pressure on schools. Because they don't have or they haven't had the person now that knows how to teach someone that doesn't speak English completely and how to teach some of the science or social studies that are mapped. Critically. Beyond just getting it, beyond just comprehending what they're reading and being able to interact, engage and really get at the rigor of the content that needs to be there. In 20, 15, 20, 16, school year 18.5% of the student populations were identified as English learners or the origin of bilingualism. That's a total of 580,590 in 2016. That's a lot. That is a lot. Spanish speakers constitute 20, 90% of that population. Now I always say in Texas, we don't have an excuse, right? We don't have an excuse. We have a language which we use to help with learning. It's all political. And out of this number, these are the numbers up here that participate in any kind of language support program. We basically have two. And they come in many flavors. It's part of the issue. One of them has everything to do with providing the child some Spanish language support while they learn English. So you mean the student has to learn Spanish in order to learn English? Absolutely. That's exactly what we're saying. The student learns content. So he doesn't get behind academically. He continues to spoke while he's learning English. It has to be done together. And those programs are generally at the elementary level. As we get into middle school and high school, we get worse. We have English as the second language. So usually students in middle school or high school are sent to an ASL class where they learn, you know, the colors, the numbers, hello. My favorite color is yellow or whatever. All of that. They learn those magical phrases. But they miss, you know, they go to science, social studies, mathematics, and they're at sick risk. Unless those teachers have been trained in how to make instruction comprehensible and maintain the rigor of the content area that needs to be done. Those are the two approaches that we have for the most. You can look on TPA and then we have a little bit of variation in them, but basically those are the goals that are there. Again, they're diverse because we have new arrivals, some that come with prior school and some that come with interactive schooling. And this is a group that I was mentioning earlier. This is a group that we really need to tackle right now. And they're known as long-term English learners. LTPLs are another acronym. But these are students who have been in our school seven or more years and have still not achieved academic literacy and still have incurred academic gaps. And guess what? These are first, second, and third generation U.S. born students. So they're not even immigrants. What's going on? They're coming in and they're not getting the support that they need. We have a shortage of bilingual teachers out there. We're losing bilingual teachers left and right. We really need to recruit them. We need to get that going because these students need a lot of this and their trajectory into becoming long-term LTPLs and the elementary level. We don't see the results until they get to middle school or high school. That's when they see it. There was a lot of work that in California on long-term English learners, by Lori Olson. And the first step was really coming to terms with do we even identify them? We don't have a way to identify. We don't have a way in our TPA system. We don't even see the word long-term English learner on the system. There's no denial here in Texas. New York doesn't. New Mexico doesn't. California doesn't. And that's what we need to do. Our long-term English learners need to be identified now because they need more than what is right now in practice. They need additional support right now so that they can move up. Otherwise, they're dropping now. They have the highest rate and the lowest graduation rate among these first-rate. I wanted to check in the sounds of Steve. You could hear this. They give you a little context in El Paso, the last six years ago, seven years ago, we went through a really sad situation because what districts start doing because they don't want scores to be effective. And around the markets all these other recruiters and they weren't in their own discipline. They started disappearing in the long-term English learners. And they started not counting them in the accountability system so they weren't lower their rates. It's not the students' fault, right? We create these kinds of long-term English learners here. And absolutely, this superintendent was, he went to jail for three years and we're going to jail after all this was uncovered, right? But what happened to so many students is to shame. They were told not to come back to school. They were told to drop out because they weren't going to get better if they didn't have the work and they believed it. And unfortunately, it happens in the more marginalized communities and populations. The parents don't know their rights. The parents go to have the work, the system. All right, and people get in a way with it. So I want you to hear a long-term English learner. Shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh, shhh. Sometimes they dream about being in school with my friends in lunch and class. Working. Writing. And then I wake up knowing that it's just a dream. Like, I can't go back. I didn't think of having babies. I think that if I had a graduated, I would have babies. I don't get the idea. So she was dropped and she got pregnant and now she's in the hospital with a baby. This was one of those long-term English learners, okay? It was as-oops, right? Let me go to the next one. I was crying. I went to my locker to pick up my books. Then I went to my eyes to tell my mom about it. And I told her that they dropped me. She called my father. He started, like, yelling at me. You don't want to do anything with your life. That was the last time I stayed. I'm now working in my kitchen. I'm doing pizzas and washing dishes. I don't speak English at all. I mean, I'm not doing anything. I wanted to finish school. My dream was to have a business. You know, don't be gay. I believe that if we didn't drop me, I would still be talking to my father. So these are the Sundays in the world. These are your long-term English learners. And I was able to interview you, that's not your name, that's not your picture, right? That's a pseudo word. And yet, from a lot of students, what happened? When these students are not producing the kinds of scores that schools want to see, then this is what happens. And it just didn't happen here. It's happened in many other states and people have been getting caught on this. But I wanted to show you what's going on with the sonics. If you look at this chart right here, or if you look at this chart right here, your ESL programs are all here. Now, let me explain this. This is a very famous graph known as the breath. And it was acknowledged by the research that was led by Thomas and Collier. Thomas and Collier did a longitude study. They followed three questions. The first question was, where are the districts in the country that have the largest number of emergent bilingual English learners? The second question was, what are the programs that they're implementing for these kids to help them succeed academically? The third question was, what are their effects? Which of the programs are working and which of the ones that are not working? So these are the programs that are listed here. So right here you've got what's really happening right now all over the places, dual language education, right? Dual language education is where all kids, your kids, my kids, all kids, come together to learn in both languages from pre-K all the way to 12 and their meeting, you know, the demands for a global economy, the job market that's out there, they're bilingual, they're biliterate, they're Zoom-y and a lot of English-speaking parents have their children in there. Then you've got all the other programs down here. The green lines here What you see here, this is a broken line. The broken line that's right here is the average performance of an industry. So in a year you expect at least 50% now on your assessment, okay? And it'll be here on your NCEs which is your, you know, your star and your tax, whatever it is that they use for testing. So if you look at this and you follow this, you see which of the programs that are really making a difference. Yet most of the programs that we have and are Sonia's that you just saw, these are the programs that they rate and what you're referring to here is the academic gap. Here's the academic gap right here. So what happens with kids that are going through this academic gap, it becomes meaningless for them. School doesn't have a purpose anymore. They disengage and they become very passive and they grow up. They need to get out and work. I want to show you this graph because this is a good way of districts or schools to look at their trajectory in creating long-term English learning. This is a snapshot of a district in Texas. These are our star scores right here. If you look at the third graders that are English learners in math and reading, you see that 76 passed the math. 76 passed the math and 70% passed the reading. Reading is always harder to pass. 24 did not pass the math. 30% did not pass the reading. If you go to the fourth grade of these cells, you see that it goes down. Only 66% passed the math and only 62% passed the reading. Let's go to fifth grade. Only 68 passed the math and 56 passed the reading. Right here in schools, we should be seeing this pattern. We should be seeing that to immediately start looking at the curriculum and the kind of instruction that needs to be. The kind of teacher training that schools need, the kind of programs we need to be approaching for our students. If you go all the way to seventh grade, when they get to middle school, it's when you're really seeing the drop. Seventh grade is when it's completely down. And if you go to seventh grade here, 41% passed the math and only 22% passed the reading. And then they get to high school. That's your subject. This is how we see that this is your directory of long-term English learners is creative. And they come to be because of weak progress, poorly implemented system models, and partial access to the curriculum. Your English learners, many of you do not have access to your advanced courses, to your GT courses, to your AP courses, to the core curriculum because they're over here learning English. And they're learning English at the expense of their education. So what we need to do now is really put a lot into working with teachers, administrators in preparation, grade level, making sure that we're doing both at the same time. That we're developing language that is contextualized in the rigorous curriculum. That the kids have access to the rigorous curriculum and there's ways to impact them. And when I talk about rigorous curriculum, then I'm talking about I'm rushing through this, and you all have handouts over here. I brought them late so no leave without getting them out. The children before third grade are learning how to read. The mechanics are free. After third grade kids have to read in order to learn. And complex texts, the text books in high school now, the text becomes a pedagogical tool now. It's a different purpose. It's to inform, it's to interpret, it's for students to infer. It takes on a whole different meaning and that's what we've got to get into. So with the poison that we'd like to see that we recommend, resources needed to promote stronger programs, access to the full curriculum, teachers that know how to develop both, preparing teachers, counselors, and administrators that can support this. Also understanding that in Texas we need to demand, and I think this is a shorter one, we can deal with, we need to demand that the state now find out, track where our long-term language learners are across all districts in Texas. We also need to demand that districts go back and start living out their data early on so that we can avoid the kind of situation that we see there with Sonia. We will be talking more in detail about this as we meet in our breakout room I'm not sure, but understand that the rigor and standards and state standards have gone up a lot. And that's equal. All kids need high standards. That's great, but we're talking about equity, the other standard. We need to have access to curriculum. And in order for them to have access, they need to train personnel at any of the schools and the school budgets so that we can get this done. It's a sad picture, but it's a reality. Thank you. I'm sorry I rushed through this, but thank you. Thank you. Next up, presenters for the summer, Salvador and Maria Maria, she really wants to be here but I got her to ask that she be here. So the opinions are percent are all on it. So I'm going to give you a summary of the presentation I'm going to give later on. I'm going to give you five slides that I think summarizes a lot of folks that are discussing later. So here is some of the data that's being presented in different forms. So this is a share of Hispanics full of combinations of county. And I think what's interesting here is I think what already been pointed out is Texas, California, Florida, New York have the highest concentration of Hispanics, but if you look at just the county level, you see that most of these are in South Texas along the border, Southern California, very central South California and New Mexico here. So this is the share, so the total number of Hispanics over the total number of people in those different counties. If you were to present this as growth rates, and I think if you presented this, you would see different patterns here. And if you were to look at this for under 20 who see slightly different patterns here, but the idea here is that Hispanics are a big large portion of the population. They're going to affect the economy in the years to come. So if Hispanics perform poorly the economy as a whole should an average perform less than optimally. So what I'm going to do is I'll present a couple of key statistics and then show us some data that I think suggests areas of concern, mostly dealing with education, I think that's the center here, and then provide some thoughts here. So this picture on the left here is the median income of Hispanics relative to the median income at the county level. And I think that's surprisingly you see that counties that have a large share of Hispanics also tend to have Hispanics who earn roughly about what the median earnings are. But you don't see that anywhere anywhere else. I think what's more telling here is that even in counties in which you have a very large number of Hispanics, for example, without the county where it's 90% Hispanic, Hispanics on average earn 90% of what the average person in the other county earns. So that 10% of the population is out earning the average average Hispanic. The third picture I'm going to present to you here is the so I'm just looking at counties with over 100,000 Hispanics here in Texas. And I'm working down by educational categories on the very top of those graduate degrees, second to the top is those with fashioners, some post-secondary high school or equivalent, and then the very bottom is the lesson in high school education. And I think a couple of things become quite clear here is that there are differences across the state when it comes to median earnings as it relates to the share of the Hispanic population. So perhaps, for example, roughly 60% of the population is Hispanic, and they're roughly right around the middle. So you see both of the border counties on the right side of the class or camera level web counties on the right side. So you'll tend to see that for every single education profile that the border Hispanics along the border or those Hispanics in which the Hispanics are the larger share of the population they tend to earn less than if they would have Hispanics that live and have Hispanics who live in states that have a lower share of Hispanic population. I think the other thing that is telling the story here is the slopes here of at least the person who lines and you see this big penalty here of being a Hispanic and having a bachelor's degree or graduate degree along the border relative to being a Hispanic, say in Montgomery or Denton or Tarrant, you know being part of the Dallas MSA the Houston MSA the Austin MSAs. So if you look at those with graduate degree say at class or camera level we have the same roughly about the same median income than those who only hold a bachelor's degree say in Montgomery from Soria and the border. So what can we drive these differences? So it's clear that it's not education alone so there's a couple slides that I'm not presenting here later but what we're going to find in the Hispanics on average have no levels of education containment here, Hispanics with bachelor's degree and any given county in Texas will see that the numbers are quite small relative to the overall population in those particular counties. So that's one problem we don't have enough Hispanic educated college degrees. A second problem is that even if you account for college degree completions Hispanics with a college degree are still earning less than somebody who's not Hispanic white with so even though a problem is that Hispanics are already less than a lower education condition on having a higher greater levels of education containment you still see these wage differences. So these two lines here represent the unexplained earning gas between Hispanics in Texas and Hispanics in the US and on the top line is suggest here that roughly speaking about Hispanics earn 5% less in the US than non-Hispanic whites and in Texas that number is somewhere around 10 to 15 and we were to look at this by education containment, again we see that the differences between Hispanics in the US and Hispanics in Texas for low levels of education are not all that much but they're still lower than the non-Hispanic whites however if we look at it by educational containment the differences are starting. One, Hispanics earn less than the average non-Hispanic white both in the US and in Texas but much more poorly Hispanics in Texas earn much less than relative to non-Hispanic white than your average Hispanic in the US. So some of the things to consider here, things that might be important to think about and think about all these years, what might be driving these wage differences, clearly an education can I explain this alone although access to education is important one has to think about perhaps I think what was alluded to before and the setting here is that there's something to be said about the quality of the education maybe this is the way to teach a certain segment of Hispanic population maybe teach preparation etc. Perhaps maybe there's a few less studies Hispanics are getting college degrees but maybe they're not the correct college degrees. However I don't buy the story of this information, a symmetry in which Hispanics somehow don't have enough information to be able to make up their mind as to which degrees is going to keep them higher returns or higher ROI on their investment. I think there's likely something to be said with this equality of access what is the story behind Hispanics on average have no resources or access to half of the resources are lower and therefore they tend to go to schools that have more poorly funded which gives them an unfair starting diamondation to when they start the education level in their more formative years and say they aren't first grade by the time they get to high school or college much at ease to observe heterogeneity you would expect to observe within this group and it's already being picked up. And then more generally this is the idea of African economic shock so we know that during the great recession Hispanics on average were much more likely to be displaced in the labor market so the unemployment rates shut up much faster than it for the overall population so there's a couple of things about what we're thinking about public services things like this workforce commission what do they do to help keep more transition to lose their jobs other programs and then this idea Thank you. Oscar Munoz and Oscar the director for the pneumonia programs at Texas Native and he's going to speak in the area now. Good afternoon. I'm Douglas. I'm Roger we're bringing this together I think it's a lot of time has passed and I think it's time for us to come together. I think it's very important for us to start sharing what we know and I think that we also need to start moving forward together and we also need to consider the next generation each one of us needs to start training the next generation so that they can keep this motion going. I want to talk about the American Green unfortunately as I've always said I've already told you we're not at the top but the ratings we're not at the top for the Americans for us for the Latinos is by the way we call this the American Green oftentimes it's uninformal and we need to start reframing and we need to start sharing some of the information that we know what it is and how we call about buying our own homes we can go through the through the rationing district everybody else is done but we know what they are the things that we need to keep in mind 20% of the population in the US in rural or small towns located over 97% of our land 97% of course rural areas have a much better diversity in the US moving forward I think that there are a lot of things a lot of issues that need to be addressed that are starting to change for everybody as a whole primary is that our senior population is growing I think 10,000 retirees they system bureau projects that senior growth will be from 13 to 20% of the population in the US rural America is not necessarily agricultural 20% of rural workforce is based on education health insurance services and it's starting to be influenced also by other times what are the colonias from the sanatomians in the group the original sanatomians in the group always refer to the valley and being down in the valley south from the if you say that I was in the valley those are fine words I don't know I'm not going to say this one but I'm going to finding words now all of a sudden with us the border started to expand it used to be 25 miles from the border it used to be the 14 original counties that continued to the river and then it grew to 25 we were the 75 today the border is described as being 15 miles wide so that puts san Antonio back on the edge of the border some agencies are even declaring that it's 160 miles from the border my take on that is that it's easy to not try and support the border I'm going to be wrong but now all of a sudden all of the criteria all of the ratios that we have for even regarding the border education regarding health are known for it doesn't work anymore it's the old numbers and then there's the new numbers so what are we going to talk about housing the way it used to be housing the way it is housing that is going to be if you can't have one without the other you're going to have to have all of them so part of our task when we come together is that where was it, where is it where were we born is it with the younger group is it with the older group so we just have many many more questions when we talk about Bologna's exiles it used to be Bologna's an unincorporated community that acts water sewage and other infrastructures it used to be just on the border you know how long it took for us to convince people that Travis County that we had Bologna's in Travis County a year and a half everybody thought we didn't know that Travis was the state that and when we said well we have a Bologna here this is Austin, this is where we're up a year and a half a year and a half before the commissioner said take me there we drove over there and you're driving to Bologna and you have all these sprinklers gently watering the pavement as you pass the bus to work in communities this isn't just happening in Austin it's happening here in San Antonio we have Bologna's all over San Antonio so now the name evolved from Bologna's to rural communities to economically discussed areas and forms that is still the same issue where are we and I hope that the group today is able to reflect all those areas and we can talk about it and something that we can share with the rest of you so that we can start talking about where we are now I'd like to introduce now Yolanda Padilla Hi everyone Yolanda sometimes I've been a professor of social work for 25 years and sometimes I feel funny talking to people who are actually doing the work like any of you here in the communities because I know that you probably think I could have told you that but there's a lot of value to standing back sometimes and looking at the data and looking at what study shows in terms of how one thing is connected to something else so I'm going to talk about health and based on the profile of Latino health there are two things that I want to leave you with as we think about health policy and these are things that might be helpful in terms of the way we frame and advocate for Latino health policy as we are standing we are here together to talk about Latino so what is the generation matters in terms of health for Latino health and two is that health policy alone in the traditional sense that we might think of in terms of health care and health insurance is not going to be enough to improve the health of Latinos so first when it comes to Latino health generation matters in a lot of the studies that we had up to maybe the 80s we couldn't account for generation in the data so we didn't know not just immigrant and U.S. board but second generation and in fact until the 70s we couldn't even have data sets and had enough data but we could actually sell it so what is to our advantage when it comes to health is the renewal of the Latino population with every way of immigrants and the reason is that immigrants in general tend to be a healthier or a healthier group than the counterparts who from their country of origin a select group in terms of being healthier in terms of talking about the day being healthier and so it is with Latinos as well so in spite of lower socioeconomic status in spite of limited access to health care Latinos have health outcomes on par with the most advantaged group in the United States and other larger groups which are not Hispanic whites this is true for birth outcomes this is true for children chronic health conditions for cardiovascular disease and for our life spans we live longer and at least as long as a Hispanic white family now that's a paradox because your socioeconomic status health care is really important in health care so they children of immigrants benefit from the health of the mom so the other thing they know about children of immigrants is that they have the greatest and that advantage actually continues into the young adolescent years in terms of chronic health conditions but they also have other better outcomes in terms of social mobility second generations have the highest social mobility in comparison to their parents in any other generation and Latinos actually are part of that part of that trend so these generational factors affect Mexican Americans the greatest part of the Mexican American population and that is because both Mexican Americans and I want to come back to the Latin American focus on the Native American right here most Mexican Americans are first and second generation so although only 38% of the Mexican Americans are immigrants ok 38% among the 62% who are US born 35% are second generation children of immigrants so together first and second generations make up three quarters of all Mexican American people in the US so what we're talking about is we're talking about immigrant families so somebody has an edge and I always find this fascinating three quarters and that's first and second and then the rest so the good news is that these are generations that have started healthy so from a policy perspective we want to focus on maintaining those trends so we don't have to start by thinking about how to reverse diseases and those kinds of things but the window of opportunity is small ok beyond the first and second generation the health of Latinos deteriorates significantly to where all those outcomes I was talking about were the outcomes how much and how long we live things like that they become they deteriorate significantly to where we are comparable to roots in this country or even worse literally rates for example in terms of intermortality now those things are important because I don't even tell you the birth outcomes like low birth weight is not just how what you're going to do the first six months that's going to affect your health through our higher life you know that so so this is where policy comes in that we need to have policies to kind of maintain that health but we know that we have very high rates on insurance not many of us can go through the numbers we all know this are very high the uninsured rate in Texas is higher for Latinos in Arizona California and Florida we also know South Texas is disproportionately hit by levels of low insurance more than 40% from the data that we have the population on the border is uninsured and as we know the Affordable Care Act in which it had Medicaid would have made a debt the ACA has made for Latinos is significant okay and then the other part of the policy insurance is that although Latinos live longer and I think you guys know this you know Wall Street Journal and everything not Wall Street Journal Washington Post very very surprised that Latino people the problem is and this is something that some colleague of mine with the research together he wanted to see what's the health like of these Latinos who are living so long and it's horrible I mean cardiovascular disease diabetes, obesity and the thing with this is that it's funny because I think we in the Latino community know this and we have kind of come to accept that growing old means being sick and being frail and being and that's not true for everyone it's only true for low income populations in the country I mean you know people do go and play golf and do all that stuff but not our territory you know not all but in general very very poor outcomes do with a lifetime of cumulative disadvantage who are wages hard working conditions stress especially with people who they dealt with poverty obviously is totally connected to health I don't even tell you how that works nutrition, pollution those kinds of things so the bottom line is that no population can drive without what is called social protection social protection is about it's a society that has policies that help people manage you know situations that put up at risk and so when you know including unemployment, disability it's all those things that sometimes we Latinos don't have it doesn't mean that we're going to have a perfect society that's not what we're looking for we're looking for a society where we're going to have those social protections everybody, not just our youth so I think the takeaway that I want to give you today is that in terms of framing business we start out healthy but that window is really small and we need to do things quickly and that all these things health policy is labor policy economic policy education policy immigration policy so I think that we're all ending with the same message and that is equity the problem is equity so I think that this conference is right on target in that a major aim here is working toward it you know we know generally that people of color have poor health they have pure health like in the data shows poor health outcomes regardless of our socio-economic status maybe compare people of color and that's true for Latinos and Americans and not just finding fights with the same education same income all of that stuff the health of that's an issue and then something about what happens after the breakout I'm going to give you another quote what do you think you want to hear in case you get mad just two or three points one I hate the word I can't pronounce it in English vulnerable not vulnerable because I'm glad they haven't used it so far because the big narrative if you heard the on TV about the the ACA the current administration they want to help those and they want to make sure and that has a very narrow definition and it gets back to even Henry's point about whose narrative are we listening to the other word I kind of want to avoid a little bit that we should when we're in the discussion is poverty and the academicians get to correct me the poverty measures really don't give you that's not a living wage to me we should be looking at 200% of all poverty to even have what we call a living wage so at the very beginning when I said that we have half of our families and over half of our children barely surviving they're making it they're making it from week to week paycheck so poverty we should think again what kind of life do we want for our families and for our children and so because we tend to then want to really narrow to those ones people don't know what else this is what it is and so I really I think again what is the quality of life and what are our families and the kind of opportunity so families get great for children so that's sort of my perspective on those two points in terms of when you look at income because even the two points that have been made by both Sambalor in particular and Yolanda that even when we have supposedly we're still making less money and we still have less access to care what's wrong with that so what does that tell you and again she said equity and we get back around to not building more inequitable policies if you will and how do we change that to in a different area that we want to project forward so I just wanted to mention that that the food is very vulnerable we're running to a tiny bit late but we're going to make up that time but one thing that we definitely have to do is I'll direct you right now to where the panels are if you are on the education panel you can exit out these doors and it is the last door on the left here the education panel will be meeting in this building all the other panels are in the southwest room or the southwest rooms which are in the Yolanda building which as soon as you walk out of these sliding double doors is the building that you're staring at and it will say Yolanda building right there so all the other panels are over there and there's a little construction going on so another story for another day but just ignore all that and you'll see there's some signage that's not there so the labor workforce development panel is there the health and human services panel is there and housing and please finish at 5 because at 5.15 we have a nice little wine little reception in here and then we also have dinner in Yacht Road as well so please finish on time at 5 o'clock because we'd like you back here at 5.15 thank you very much