The purpose of this study was to identify policies and practices that impact the admission and retention of Hispanics in higher education. The study did this by identifying those policies and practices that are currently being used and that facilitate or hinder institutions of higher education in the recruitment, admission, retention, and graduation of students, particularly Hispanic students. The researcher utilized the Delphi method to conduct the study. This research method produces a consensus of opinion from a group of individuals identified as experts in a given field. Three structured surveys were conducted. Each round of surveys had two questionnaires: (a) policies and practices that positively or negatively impact the admission of Hispanics in higher education and (b) policies and practices that positively or negatively impact the retention of Hispanics in higher education. Conclusions The Texas Academic Skills Program (TASP) is negatively affecting Hispanic students’ admission into Texas colleges and universities. Further, it is affecting the retention of Hispanic students in Texas institutions. If students do poorly on the TASP, they are placed in remedial courses. Even though students successfully complete all remediation courses (even with A’s & B’s), if they do not pass the TASP after remediation, they cannot continue college level work. This causes many students to become discouraged and leave college. Although college test makers, such as the Educational Testing Service (ETS), state that the SAT should be used as an assessment instrument, many Texas college’s continue to use it for admissions and awarding scholarships; both of which are contrary to test-makers’ recommendations. College admission tests are hindering the admission of Hispanic students into colleges and universities. Tuition costs, particularly where students depend heavily on loans, are keeping students from entering college, from continuing in college, and from pursuing graduate and post-graduate degrees.

Through the use of a feminist methodology, this qualitative case study examines the influence a high school art teacher, Pauline Gawlik, had on the career path of a group of her students, a high percentage of whom are Mexican American and/or of low socioeconomic status. Interviews of the teacher and seven of her former students revealed five themes related to the teacher's practice that affected her students' choice to become art teachers themselves: a positive classroom climate, confidence and focus, mutual respect and admiration, care, and mentoring. The results of this study hold implications for the current teacher shortage and the recruitment of Mexican American students into careers in art education.