With National Science Foundation Broadening Participation in Computing funding, CAHSI was established in 2006 to address the low representation of Hispanics in computing in both higher education and the workforce.  In 2018, CAHSI received funding from the NSF, one of only five in the inaugural year to be designated as a National INCLUDES (Inclusion across the Nation of Communities of Learners of Underrepresented Discovers in Engineering and Science) alliance.  CAHSI’s strategic actions to accelerate inclusive change engage administrators, faculty and professional staff, and entities from the public and private sectors.  CAHSI sets forth a flexible process using the conditions of collective impact that furthers the interchange of knowledge creation, adaptation, dissemination, and assessment. CAHSI has a distinguished Board of Advisors (BOA) who evaluate CAHSI’s progress and make recommendations regarding its strategic direction.

Because of its evidence-based impact, CAHSI has been nationally recognized in 2015 by the White House Initiative on Educational Excellence for Hispanics as a Bright Spot in Hispanic Education and by Excelencia in Education through its Growing What Works database.  Learn more about CAHSI clicking on the icons below.  How CAHSI puts the five components of Collective Impact into practice is provided in the text that follows.


Board of Advisors






Information Sheet


CAHSI’s vision, mission, goals, and strategic actions drive the agenda for change.

Vision:  By 2030, Hispanics will represent 20% or more of those who earn credentials* in computing.  *Credentials are defined as degrees and certifications that lead to gainful employment and advancement in the field.

Mission: Grow and sustain a Networked Community committed to recruiting, retaining and accelerating the progress of Hispanics in computing.


  1. Challenge students’ knowledge, skills, and abilities so that they are positioned to thrive in the workforce.
  2. Support pedagogical and professional growth for those who can impact Hispanics.
  3. Expand meaningful partnerships that align with strategic regional and national efforts.
  4. Inform policy through evidence.


The Backbone Coordinating Organization guides CAHSI, builds capacity at HSIs, and serves as a National Resource for all Hispanics in computing.  To learn more about CAHSI’s backbone, read the Visioning document.




CAHSI partners with industry, government, non-profits, and other institutions to initiate efforts that result in Positive Change.  Get a sense of our early efforts during the NSF INCLUDES Design and Development Launch Program, and learn about our efforts through Case Studies.


Networking Document


Case Study


In order to better support current CAHSI institutions and sustain impact as it grows, CAHSI operates as a network of networks, linking Regional Networks. It is within these Regional Networks where stakeholders within a defined locality connect with each other. The current Regional Networks include: West (California), Southwest (Arizona, New Mexico, and Texas), Southeast (Florida, Puerto Rico), and North (Illinois, New Jersey, and in the future New York). These regions have high concentrations of Hispanics.  Each region has a Lead and co-Leads.

Regional interactions contribute to establishing a cultural environment of mutual trust and respect, which has potential for membership to be more confident to confer with others, seek feedback, and have open discussions to contribute ideas and coordinate efforts toward meaningful outcomes. To support this, each region has a Regional Connector to support fruitful through ongoing face-to-face interactions, phone calls, and online communication.


The data management and evaluation team collects and shares three levels of evaluative data as shown below. The Data Management (DM) team focuses on student-level data, acquired through established data sharing agreements with the offices of institutional research and IPEDS data. These two data sources allow the DM team to track trends in students’ initial enrollment and progression through undergraduate and graduate coursework. The complementary nature of institutional and IPEDS data allows the DM team to conduct rigorous analyses and provide key stakeholders with useful information that contributes to continuous programmatic improvement.

Level 3: National

  • Compare CAHSI outcomes to national outcomes for Hispanics in computing: Is CAHSI making a difference?
  • Policy analysis and Alliance Impact: Is CAHSI serving as a voice for Hispanics in Computing?

Level 2: Alliance and Regional

  • Progress of region and/or Alliance on Graduation/Enrollment/Course Success
  • Partnerships and networks fostered by region and/or alliance

Level 1: Institutional and Individual

  • Institutional Data: Graduation, Enrollment, Course Success
  • Individual (surveys): Student Climate; Faculty Professional Development