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This chapter provides an overview of the growth among Hispanic serving institutions (HSIs) and discusses the use of assessment as a key strategy for understanding institutional capacity for serving Latinx college students. Frameworks for understanding campus climate and examining college outcomes among Latinx students are explored, along with highlighting models for assessing campus climate and the practical implications for doing so. This chapter suggests that through the use of well-established frameworks for understanding campus climate, IR should provide leadership in identifying the information needs of HSIs and emerging HSIs to enable broadened understanding and informed decision support to best serve Latinx college students.Although the number of federally recognized Hispanic serving institutions (HSI) has increased by 58%, growing from 311 institutions in 2010 to 492 institutions in 2016 (HACU, 2018), much less is known about how Latinx 1 college students are uniquely served by these institutions. While HSIs have demonstrated success at granting Latinx students access to postsecondary education, such institutions have been characterized as lacking guidance on how to assess their ability to serve Latinx students (Malcom-Piqueux & Bensimon, 2015). Traditional institutional performance metrics are often characterized as heavily outcome-driven (e.g., retention and graduation rates) and lack process-oriented benchmarks (e.g., academic progress toward degree, high risk courses) that could help HSIs understand how their current practices foster or impede their ability to serve Latinx students. Therefore, HSI-specific frameworks are needed to guide institutional self-assessment practices (Malcom-Piqueux & Bensimon, 2015).The work of institutional research (IR) can contribute to the perception of how well an institution serves Latinx college students. The preparation of federally mandated data, institutional factbooks and rankings, and NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, no. 177

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This study examines unique patterns of college engagement and outcomes among Latino undergraduate students attending highly selective institutions in comparison with those from other racial/ethnic groups. The study also identifies predictors of select college outcomes—that is, cognitive, affective, and civic outcomes—for this population. Findings did reveal not only the unique patterns of college experiences and outcomes among Latino college students but also student background characteristics and college environments that contribute to their college outcomes.