HAAB Backup 06/26/1991
Backup
Hispanic Affairs
Advisory Board
Meeting
June 26, 1991
~ 0 (\.e Lie, ~<:t'V
~
HISPANIC AFFAIRS ADVISORY BOARD
WORKING OUTLINE OF COMPREHENSIVE REPORT
I. General information about Collier County
A. Population (number - distribution)
B. Area/Coastal/Rural/Towns (description)
C. Residents - Permanent v. Temporary/Seasonal (COFFO?)
1. Chamber of Commerce? Nelson
D. Industry
1. Service - Tourism (Chamber of Commerce)
2. Agricultural (Extension - D. Coleman) Nelson Munoz
3. Construction
4. Retail - numbers, etc.
5. Finance
E. Median Income
II. Information about Hispanics in Collier County
A. Population
1. Numbers in Collier/Percent in Collier (14-20%)
2. Distribution - Where? Major concentrations.
a. East Naples
b. Naples Park
c. Golden Gate/Estates
d. Immokalee
3. Renters v. Property Owners (Tax Collector's office _
Ana Rodriguez)
4. Age Bracket
5. Median Income
B. Employment
1. Distribution by type of work
a. Professionals (Medical; Attorneys; Banking;
Accountants; Architect; Realtors) Yolanda
b. Businesses/Business owners - types of businesses
c. Service Industry
d. Migrants/Farmworkers
e. Food Establishments
f. Retail
III. Housing
A. Number of units (Nelson Munoz)
B. Average price of homes and range
C. Average range of rentals
1. Naples/Marco
2. East Naples
3. Golden Gate City/Estates
4. Immokalee
5. Naples Park
D. Affordable Housing? Define affordable for Hispanics v.
affordable for Collier as a whole
E. Again, tie in to Hispanic/median income, etc.
F. Farmworker/Migrant housing - Code enforcement?
IV. Education
A. Employment of Hispanics in the Collier County Public School
System (CCPSS)
B. Performance of Hispanic children in the CCPSS
C. Hispanic representation in the gifted program
D. Discipline in the schools and Hispanic children
E. General programs for the purpose to improve the education of
Hispanic children
F. Conclusions
V.
Law
A.
B.
C.
D.
E.
Enforcement - Sheriff's Department/Naples Police
Employment data
Distribution - Department/Management/Clerical
Recruitment
Enforcement - County wide v. Hispanic
MSTU's - Comment
VI. Financial Services/Banking
A. Survey of services by area of Hispanics concentration
B. Needs
C. CRA requirements, etc. and impact on community
D. Educational part of ownership, etc.
VII. Conclusion/Recommendations
121121121131211211312112113
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I.- EMPLOYMENT OF HISPANICS IN THE COLLIER COUNTY PUBLIC
SCHOOL SYSTEM
1991 statistics
Instructional
Ted ',; [,t:: r.oj
3%
Non-Instructional
Tutors
Aides
Service Workers
Trades
;~'us t od; d}J.:-:';
41
25
11
10
C
J
2f-';:'[ t:"'tdl 1-'2::5
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3
Administration: There is only one person. who at Lhe
present t:!..me lS on leave working
with the
State Dept. of Education.
collier County Public schools employs approximately 3000
employees. There are 1450 instructional employees. Of the
1450, 4.8\ are African-American and 2.8\ are Hispanic. In 1991
only 5\ of the teachers were African-American and 3\ Hispanic.
Nine percent of the students are African-American and 21.9\
are Hispanic.
"A quality education requires that all students be exposed to
the variety of cultural perspectives that represent the nation
at large ( FL DOE Minority Report) With this concept in mind
a Minority Task Force for the recruitment or minority teachers
was created. The statement or the task force is as rollows: To
assist the Director or Adm1nistrative and Instructional
Personnel with the location, recruitment and retention of
qualiried minority teachers; to provide community support for
new teachers; to promote teaching as a career for minority
students, and to seek financial aide ror minority students who
select teaching as a career.
The Task Force mission statement although very ambitious it
seems to be unrealistic ror the following reason: the
Hispanic teachers in the system are all or in its majority
teaching Spanish or teaching in the ESOL program, a bilingual
program. For these teachers to advance in their careers to
administrative positions is almost impossible, unless is in
the ESOL program, which in itself is limited for career
advancement. There are Hispanics qualified in other areas of
teaching who will not come to Colllier County because they do
not see the possibility ror growth in their careers, because
they do not see CCPS preparing the Hispanic teachers already
in the system for administrative positions. The Hispanic
professional has had a tougher time to prove his or hers
qualification than Anglo or African-American proressionals,
thererore the qualified Hispanic professional w111 stay away
from a system where the Hispanic teachers are teaching
exclusively in bilingual programs and where there no are
visible Hispan1cs 1D areas of guidance, psychologists,
assistant principals or pr"incipals.
The work or the Task Force is a very noble one, but is up to
the Collier County Public School leaders to change the
existing image to an image where Hispanlcs will be presented
as proressionals who can teach other subjects other than
Spanish, and where Hispanics will be in positlon or power.
When this happen then we will see qualified Hispanics seeking
positions into the system,
'2...
11.- PERFORMANCE OF HISPANIC CHILDREN IN THE COLLIER COUNTY
PUBLIC SCHOOL SYSTEM
Attached are the scores for Hispanic children on the stanford
Achievement Test at Pinecrest Elementary and Village Oaks
Elementary.
1~;'J
The math and lagguage score are in the bottom quartile. The
system believes'to be the result of reading deficiencies. The
employment of tutors, use of computers-assisted instruction
programs in addition to other materials do not appear to
improve student literacy. the difficulties the system points
are: limited proficiency with standard English ( including
those who are native speakeJ::s ); families aJ::e affected by
seveJ::e poveJ::ty, pJ::e-and post-natal health pJ::oblems, andpPoJ::
living conditions.
POSSIBLE SOLUTIONS
The system has J::esponded to the pJ::oblem by J::estJ::uctuJ::ing the
curdculum in schools with high Hispanic sBl11L~ons as follows:
,~-"",
a) To double the time allocation fOJ:: J::eading, math and
language. Use of social studies and science wheneveJ:: is
possible. But not obligatory.
b) Reassign or replace reading textbooks to assure development
appropriate levels in each classroom.
c) Devote computer-assisted program entirely to grades four
and five.
d) Require that the time of the Chapter I tutoJ::s be spent in
actual tutoring, not in functioning as aides.
e) A monitoring gJ::oup will J::eview materials and practices,
f) 'A parent education pJ::ogJ::am, with meetings conducted by
Chapter I Parent Education Office.
By the end 01 the second grading period change in the math and
reading' score should be measured in oJ::der to know if the
implemented changes aJ::e in effect of benefit to the students.
Critics of the changes contend that the new pJ::ogram only gives
the students more of the same ineffective teaching methods
J::esponsible of the low scoJ::es. Furthermore, these students who
are in the struggle fOJ:: merging with this society will be
further delay by the absence of social studies. Both social
studies and science could provide the critical thinking skills
necessary for the eaJ::ly mental development of the students.It
is expected the students will acquire such knowledge in middle
school.
.3
/1 ..
STANFORD ACHIEVEMENT TESTS
Racial/Ethnic Data
Collier County Public Schools
April 1992
Non-Hispanic Non - Hispanic
White Black Hispanic
National Percentiles for the Mean Scale Scores
GRADE 3
Reading 60 16 22
Math 74 32 41
Language 69 28 33
Basic Battery 66 21 27
GRADE 4
Reading 63 27 24
Math 78 47 50
Language 72 40 39
Basic Battery 70 34 33
GRADE 5
Reading 60 24 22
Math 70 34 37
Language 67 31 31
Basic Battery 65 28 26
GRADE 6
Reading 64 20 19
Math 69 32 34
Language 61 25 27
Basic Battery 63 23 24
(continued)
14
-I
1;'
~
(Racial/Ethnic Data, continued)
Non-Hispanic
White
Non-Hispanic
Black
Hispanic
National Percentiles for the Mean Scale Scores
GRADE 7
Reading
65
25
21
Math
76
44
39
Language
62
31
23
Basic Battery
67
25
31
GRADE 9
Reading
59
26
31
Math
68
34
37
Language
56
28
33
Basic Battery
61
27
32
GRADE 11
Reading
63
27
20
Math
72
39
40
Language
60
32
25
Basic Battery
64
24
28
The percent of test takers by race/ethnicity* at each grade level:
3 4 5 6 7 9 U
Non-Hispanic White 70% 70% 72% 74% 75% 73% 77%
Non-Hispanic Black 11% 10% 8% 7% 6% 7% 7%
Hispanic 20% 20% 20% 19% 19% 20% 15%
*These divisions represent approximately 99% of the test takers.
15
:5'
111.- HISPANIC REPRESENTATION IN THE GIFTED PROGRAM
Examination of current statistics report that within the
student membership in Collier County, 67.63\ are white non-
hispanic, 9.53\ are black non-hispanic, and 22\ are hispanic.
Current representation in the program for gifted students
report that approximately 96\ are white non-hispanic, 2\ are
black non-hispanic, and 2\ are hispanic.
On Sept. 1992 a modification to the Gifted Program was
presented to the School Board, this plan was designed to
increase minority representation in the Gifted Program.
Minority represented groups are defined as follows:
\Those whose racial/ethnic background are other than white, or
those who are limited English proficient, or those who are
from a low socii-economic status family.
The program will use a modified gifted checklist, teacher's
recommendation and above av"rage grades in the prel iminary
determination of the giftedness of the student, Then the
program will use a modified scale for eligibility to the
program, same for the evaluation.
The Gifted Program since its beginning has attracted criticism
for the evaluating methods used in the program, the modified
Gifted Program has exacerbate this criticism by not only
lowering the scores for the acceptance of Hispanic children.
but by the complete disregard of the changes in curriculum
that occurred just before this modified Gifted Program was
presented. The changes in curriculum discussed in point
number II of this report indicates the critical thinking
ski 11 s of the students are being over! ooked in order to
improve the math and reading scores. then the system is taking
the same students and place them in a Gifted Program where
cri tical thinking ski 11 s are a must in order to succeed in
such program.
A very valid concern for the testing of Hispanic students is
the'person who perform the test, especially with students with
limited English proficiency. A bilingual ps'ychologist who
occasionally speaks Spanish as a second language would have
trouble establishing a cultural bridge from where to access
the intellectual capabilities of the student. A far better
alternative would be to use a psychologist who speaks Spanish
as a first language to test these students. The system could
hire the local Spanish speaking psychologist in consul ting
basis.
c;:
If is the purpose of the system to improve the education of
all Hispanic students, then the gi fted program should be
offered to all students as an enrichment program. A more
effective way to improve the education of Hispanics could be
to terminate wi th the existing tracking and impl ement a
cooperative learning program. Jeannie Oakes has researched the
subject to a great depth what follows is taken of her work on
tracking:
"When I talk about harmful effects of tracking and ability
grouping. I'm talking about all those forms of groupings that
are characterized by educators making some rather global
judgment about how smart students are" "r also worry that
students get placed in these groups in a rather public way" "
as a consequence of all of this, kids eKperience a large
portion of their school day and school year, very differently
from one another" " If we pay attention to what cognitive and
development psychologist have been telling us over the last 20
years, the rich, contextualized, problem oriented curriculum
that we usually think is appropriate for the highest achieving
students is also the most promising curriculum for children
who have difficulty doing traditionally school learning.
The efforts of the Collier County Public School System may be
very well intentioned, however the number of children to
benefit from the changes to the Gifted Program is not going to
be significant to improve overall the present conditions on
the education of Hispanic students.
7
,IV.- DISCIPLINE IN THE SCHOOLS AND HISPANIC CHILDREN
The attached survey represent the data obtained for the year
1991-1992 school year. for' this year the make up of the
student population is as follows:
white students
Black students
Hispanic students
14,772
2,082
4,911
The percentage of white students suspended out of school shows
as 8%, for the same offense the percentage for Hispanics is
14%
The percentage of white
suspension is 18%, for the
Hispanic students is 27%
students placed in in-sch~ol
same offense the percentage for
The number of students referred to court: one whi te and
thirteen Hispanics.
Percentage of white students truants 0.8%, for the same
offense the percentage for Hispanic is I.S%
This data is very disturbing from the point of view of the
questions the Hispanic community needs to address and whether
we will have an appropriate answer.
QUESTIONS
l.- Are these numbers consistent over the years, or are they
the result of the gang activity reported during 1991-1992
2.- Are these numbers the reflection of the student-teacher
relationship, and the student-student relationship?
3.-Are these numbers exclusive to one area ( Immok~alee)
or they are spread over the whole county?
4.- Are the numbers for white students lower because of parent
intervention?
5.- Is the system more observant of disrupting behavior on
Hispanics?
6.- The unthinkable, are Hispanics genetically more prone to
disruptive behavior than whites?
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V.- GENERAL PROGRAMS FOR THE PURPOSE TO IMPROVE THE EDUCATION
OF HISPANIC CHILDREN
This report so far has focused on the negative side of
education, ln order to be fair to the system and in an effort
to keep a balance, \-Ie must also mention the variety of
programs the system has implemented whether with local funds
or federal funds to beneflt the Hispanic students,
What follows is a list or such programs and a brier
description of each:
"
..1' colli... county public schools
DEPARTMENT OF
CURRICULUM AND INSTRUCTION
Office of Federal and State Grants
3710 Estey Avenue
Naples, Florlds 33942-4499
(813) 643.2700
November 23, 1992
M E MaR AND U M
TO: Ms. Yolanda Dustin, Hispanic Affairs Advisory Board
FR: John M. Visosky, Director/Federal & State Grants'~
RE: Educational Programs for Hispanic Children
In response to your November 16, 1992 memo, the following information is
provided.
The school district currently has a Chapter 1 Migrant program that is funded by
the Florida Department of Education. The majority of the migrant students are
Hispanic. One of the components of the program consists of tutorial instruction
in basic skills to students in the classroom in grades K- 5. In grades 4- 5,
tutorial instruction is provided in reading and math, Tutorial in-class
instruction is provided to migrant students in grades 6-8 to supplement
instruction in reading skills in all content areas.
In-class tutorial instruction is also p:;:'0v:!..dec. to stude!lts K- 8 in the English for
Speakers of Other Languages (ESOL) program, This instruction is for students who
speak little or no English to help them become proficient in English. Instruction
is provided in all content areas.
Preschool instruction for four year olds is provided to Hispanic students to help
prepare them to enter kindergarten. This full-day program is funded by Chapter
1 Migrant and General Revenue Migrant dollars from the state, This program is
basically at Bethune Education Center in Immokalee. Other preschool programs
exist at Lake Trafford, Vineyards, Lely Elementary, Avalon and Lake Park and may
include Hispanic students.
Another component of the Chapter 1 Migrant program is a program t.itled Strive to
Achieve Yearly (STAY), It is an after-school tutorial program in Immokalee for
those students needing addition.::il. help in their academic subjects and to assist
in completion of homework tasks.
THE COUIER COUNTY PUBLIC SCHOOL SYSTEM IS AN ~QlIAL ACC!'SS [ULJAl OrrOfiTL,~"IIY IN5TiTU11(,'J ,cr.:' WUCAT!ON AND EMPLOYMENT
Page 2
Ms. Yolanda Dustin
November 23, 1992
All of the above programs are designed to assist students with their academic
subjects and to provide success that will help them to remain in school and to
graduate from high school.
Approximately sixty-three (63) Hispanics are employed in the program as aides,
tutors and Home School Liaisons, Certified instructional staff are basically
non-Hispanic. The personnel department may best be able to respond to the number
of Hispanic applicants this district has for instructional positions. They may
also be able to respond to how many Hispanics have been offered training leading
to administrative positions.
I hope this information is of use to you, If I may be of any further assistance,
please contact me.
JMV Ibm
Mil collier county public schools
DIVISION OF HUMAN RESOURCES
3710 Estey Avenue
Naples, Florida 33942-4499
(813) 643.2700
November 30, 1992
Yolanda Dustin
Hispanic Affairs Advisory Board
Dear Ms. Dustin:
This is in response to your letter requesting information. I understand that Dr. Morris is
sending you information regarding the psychologists.
In regard to the minority Task Force report please do not send it to anyone until the
typographical errors are corrected. I will correct them after our Task Force Meeting.
Recently two Hispanics have been named as teachers on Special Assignment in the Bilingual
Program, Maria Torres and Efrain Diaz. In regard to Hispanics being considered for
Administrative positions, there is a position being advertised at this time for Hispanics only.
No local Hispanics have applied. Principal of Lake Trafford Elementary has been open since
August and we have advertised nationwide twice. We will continue to advertise until an
appropriate applicant is found. Anyone who is interested in an administrative position must take
the courses required for administrative certification. Minorities with the appropriate
qualifications are encouraged to apply for openings.
The current Human Resource Development Plans allows qualified applicants to enter
administrative pools and be eligible for "The Aspiring Administrative" courses.
I hope I have responded sufficiently to you concerns. Please feel free to call me if you have
additional questions.
Sincerely,
11. ~~~
M. Anne Duyser .
Director Administrative and Instructional Personnel
MAD/It
Wi' COlliER COUNTY PUBliC SCHOOL SYSTEM IS /v~ EQUAl ACCESS I EQuAL OPPORTUNITY INSlllIJTlor~ FOI;> EDUCATION AND EMPLOYMENT
811 collier county public schools
ASSISTANT SUPERINTENDENT
FOR ADMINISTRATIVE SERVICES
502 North Ninth Str..t
Immokal... Florida 33834
(813)657.2884
December 1, 1992
M E M 0 RAN DUM
TO: MRS, YOLANDA DUSTIN
FR: SAM R. LEE JR., ASSISTANT SUPERINTENDENT, EAST AREA ~,~
RE: COMPREHENSIVE REPORT TO COMMISSIONERS
I am in receipt of your memorandum of November 16, 1992 in which you reference a
memorandum of November 9, 1992. I do not have a copy of the November 9th,
memorandum, therefore, I am somewhat at a loss as to how to respond to you. Perhaps
you could call my office or we could arrange to meet to discuss your needs.
As you are probably aware, initiatives in the area of minority affairs are dealt
with at the district level. However, I have done some informal things in Immokalee
that you might be interested in,
SRL/lb
cc: Dr. Munz
THE COLLIER COUNTY PUBliC SCHOOl. SYSTEM IS AN EQUAL ACCESS I EQUAL OPPORTUNITY INSTITUTION FOR EDUCATiON AND EMPLOYMENT
VI.- CONCLUSIONS
The Collier County Public School System even so it claims to
be an equal opportunity employer still has a long way to go to
fulfill such concept. We will know the system has performed
accordingly when we will see principals, assistant principals,
guidance counselors, administrators at the Administration
Center who are Hispanics who were given the opportunity to
grow in their profession while working with the system.
When this happen and when we will have enough role models for
the Hispanic students In the system to emulate and for the
rest of the students to learn to respect the Hispanlc culture.
then we wi 11 see the scores of Hispanic students raIse <
because our students won't carry the stigma of dumb and poor,
they will direct thell llves with the values of honor, resPect
and hard work; values that have characterIzed our culture from
ancient days, These val ue are sti lIvery much a part of the
Hispanlc community, therefore we will lflSist in change wlthin
the system, not Just the benefJ t of the Hispanic population
but for the benefit of all. It is in the best interest of the
Anglo community to prepare indivlduals who won't become a drag
to the economy. We are in this together, we are not going away
and we are wi 11 ing to work with the system, but the system
must be willing to change.
IL
'j
Hispanics in Collier County represent a population as diverse as
the county itself. In trying to present a demographic overview of
the Hispanic community, the most reliable, readily available source
was the 1990 U.S. Census Report.
The 1990 Census reports Collier County with a total population of
152,099. of this amount, 20,734 are classified as being of
Hispanic origin. This Hispanic representation of 13.6% is in line
with the national proportion of %. Also in line with national
trends, is the explosive population growth rate among Hispanics.
From 1980 to 1990, Collier county's Hispanic population grew %
from to 20,734.
Collier County Hispanics are generally thought to be concentrated
in the Immokalee. Naples Manor, and Golden Gate communities. While
there are concentrations within these neighborhoods, it should be
noted that the Hispanic community is represented throughout Collier
County. The areas of lowest representation are the affluent,
coastal areas such as the City of Naples, Pelican Bay, and Marco
Is 1 and. In these areas, Hispanics represent barel y 2% of the
census population. Removing these coastal areas from our
statistical overview, the Hispanic population represents over 17%
of the non-coastal population of Collier County.
There should be reservations of whether the census figures
accurately portray the seasonal population fluctuations experienced
annually by Collier County. Just as the coastal areas swell with
winter tourists and "snow birds", the rural areas of Collier County
are host to transitory migrant workers who work in the agricultural
industry.
Table I shows the breakdown of Hispanic population by census tract
area. For the Board's convenience, we have tabulated the Hispanic
population as divided by Collier County Commission District Lines:
District 1
District 2
District 3
District 4
District 5
No. of
Hispanics
2.733
1,425
2,577
2,016
11.983
20,734
Hispanic % of
District PoP.
7.89%
5.36%
7.94%
6.00%
48.24%
13.63%
(Please note that the above tabulation is approximate and that some
inaccuracies will exist as district lines and census lines may not
agree in all cases.)
As the term "Hispanic" means of being of Spanish or Latin Ancestry,
it is a definition of ethnicity rather than a racial definition.
This distinction is made in the census data where it can be seen
that the Hispanic population is comprised of the following races:
White
Black
Indian
Asian
other
14,373
1,216
75
88
4.982
69.32%
5.86%
0.36%
0.42%
24.04%
100.00%
Due to the large number of "other" race responses, it appears that
a large percentage of Hispanic census respondents feel that their
ethnicity crosses racial boundaries.
Looking at the national origin of Collier County Hispanics, we see
that the population is comprised of:
Mexican
Cuban
Puerto Rican
Other
12,984
2,625
1,565
3,560
20,734
62%
13%
7%
18%
100%
The distinction among the Hispanic groups can be highlighted by
comparing the proportions of those groups living in the rural and
Immokalee areas:
Total
Group
Living In
Rural
Rural
% of
Group
Mexican
Cuban
P. Rican
other
12.984
2,625
1. 565
_~ ,5_9,Q
2 O-.J~
9,642
151
515
1,675
11 ,983
74%
6%
33%
47%
58%
This geographic distribution reflects some of the socio-economic
diversity within the Hispanic Community.
The census reports a total of 61,703 households in Collier County.
Households with a householder of Hispanic origin total: 5,204.
Population
Number of
Households
Avq.Size
Of Household
Hispanic
Non-Hispanic
Total
20,734
131,365
152,099
5.204
56,653
61,703
3.98
2.32
This difference in household size reflects the fact that Hispanics,
as a group, are younger than the non-Hispanic Collier Countian.
The 1990 Census shows the following age breakdown, by sex, between
Hispanic and non-Hispanic population (see Table 2).
The younger Hispanic population is evidenced by the
representation within the Collier County school system.
Hispanic
For the
1991-1992 school year, Hispanic students comprised over 23% of the
student population.
Similarly. the younger Hispanic population represents a
disproportionately higher share of the Collier County work force.
According to the Florida Department of Labor, the 1990 Collier
County civilian labor force consisted of 71,232 workers. Hispanics
represent 10,547 of the work force, or almost 15%. At the time of
the 1990 census, the labor statistics were:
iii 0 r k----E9s-"~
Employed
Unemployed
Unemploy. %
The average income for
$26,152 (based upon 1989
reflected:
Level of Income
Less than $5,000
$5,000 to $9,999
$10,000 to $14,999
$15,000 to $24,999
$25,000 to $34.999
$35,000 to $49,999
$50,000 to $74,999
$75,000 or More
Non-Hispanic
Hispanic
Total
Collier
County
68,692
1,915
3.2%
10,540
868
8.2%
71,232
2,783
3.9%
a Collier County Hispanic household was
taxable income). Income distributions are
Number of Households Percentaqe
481 9.2%
527 10.1%
770 14.8%
1,201 23.1%
987 19.0%
746 14.3%
328 6.3%
~ 3.2%
5,204 100.0%
As previously mentioned, the
four persons. Accordingly,
income averages $6,603.
average household size is in excess of
the Hispanic populations per capita
The average household income for non-Hispanic collier County was
$34,724. This corresponds to a non-Hispanic per capita income of
$14,934.
The Hispanic work force suffered an unemployment rate more than
150% greater than that of the non-Hispanic work force.
An alternative view of the county employment data is to view
employment on a household basis. This reveals:
Work force
Population
No. of
Households
Non-Hispanics
Hispanics
10,540
68,692
5,204
56,653
Table 3 illustrates the distribution of jobs along
1 ines. What this ill ustrates is that Hispanics
underrepresented in management positions and are
worker in the unskilled areas.
Workers per
Household
2.02
1. 21
occupational
appear to be
the majority
County
commies.
District
4
4
4
4
4
4
4
4
2
2
2
2
4
4
3
3
3
3
1
1
4
1
1
1
5
5
5
5
5
5
5
~LE 1 HISPANIC POPULATION IN COLLIER COUNTY
(source : 1990 U.S. Ceneus Data)
census
tract
1
2
3.01
3.02
4
5
6
7
101
102.0
102.0
'102.0
103
104.0
104.0
104.0
104.0
105.0
105.0
106
107
108
109
110
111.0
111.0
112.0
112.0
112.0
113
114
Neighborhood Description
TOTAL NOT TOTAL
POPULATION HISPANIC HISPANIC
OLDE NAPLES
NAPLES E OF TRAIL, W OF GOODLETTE
COQUINA TO HARBOR DRIVE
HARBOUR TO PELICAN BAY
NAPLES AND PARK SHORE aEACH
PORT ROYAL
OYSTER BAY, ROYAL HARBOR
RIVER PARK
NAPLES PARK TO W OF 75
PELICAN BAY, PINE RIDGE
MONTEREY
NORTH NAPLES, POINCIANIA VILLAGE
CREECH TO PINE RIDGE W OF GOODLETTE
W OF AIRPORT RD TO RIVER
E OF AIR. N. OF P.R, S OF IMMOK W OF 75
VINEYARDS TO OAKES TO 951 TO G. GATE CITY
G.G. ESTATES TO EVERGLADES
SW G.G. ESTATES
E NAPLES S OF DAVIS N OF RATTLESNAKE
EAST NAPLES, WEST OF TRAIL
EAST NAPLES, E OF TRAIL
NAPLES MANOR, LELY
MARCO ISLAND
MARCO ISLAND-BEACHFRON'.r
E OF 951, S OF 41, W OF 92
B OF 951, N,OF 41, S OF 75
QUAIL CREEK
G. GATE ESTATES, N OF 84 TO IMKOKALEE
IMKOKALEE
IMMOKALEE-LAKE TRAFFORD
IMMOKALEE-EAST
3,715
2,143
3,128
1,768
3,700
1,818
1,568
1,129
15,499
5,489
1,232
4,358
4,091
3,369
3,581
18,769
5,869
4,220
3,468
12,365
7,184
7,814
8,242
2,738
3,831
2,945
597
1,485
6,756
6,111
3,117
3,659
2,042
3,074
1,733
3,682
1,790
1,551
1,046
14,300
5,421
1,212
4,220
3,701
3,187
3,462
17,037
5,278
4,085
3,400
11,338
6,132
6,453
7,999
2,704
3,144
2,341
589
1,163
2,492
2,004
1,126
56
101
54
35
18
28
17
83
1199
68
20
138
390
182
119
1732
591
135
68
1027
1052
1361
243
34
687
604
8
322
4264
4107
1991
\
HISPANIC
1.5U
4.7U
1. 73\
1.98\
0.49\
1.54\
1.08\
7.35\
7.74\
1.24\
1.62'
3.17\
9.53\
5.40\
3.32\
9.23\
10.07\
3.20\
1.96\
8.3U
14.64\
17.42\
2.95\
1.24\
17.93\
20.5U
1.34\
21.68\
63.11 \
67.2U
63.88\
TOTAL FOR COLLIER COUNTY
---------------------------------------
13.63\
152,099
131,365
20,734
s___=______.__________________~____=_=_
OCCUPATIONS OFTHE CCJ'_L..a:::~ COUNIY
LABOR FORCE BY HISPANIC ORIGIN
1990
Hispanic Origin
Occupa1ion Category Total Number Percent
Executive, Administrative,
and Managerial 9,374 410 4.4%
Professional Specialty 6,984 316 4.5'%
Technicians/Related Support 1,790 85 4.7"k
Sates Occupations 10,069 516 5.1%
Administrative Support,
including Clerical 9,610 721 7.5%
Precision Produc1ion, Craft, and Repair 9,294 1,228 13.2%
Service Occupations
Protective Service Occupa1ions 1,489 106 7.1%
Service Occupations, all other 9,604 1,n3 18.5%
Private Household Occupations 400 105 26.3%
Transpor1a1ion and Material Moving 2,513 676 26.9%
Handlers, Equipment Cleaners
Helpers, and Laborers 2,903 946 32.6%
Machine Operators, Assemblers,
and Inspectors 1,791 603 33.7"k
Farming, Fores1ry, and Fishing 5,190 3,013 58.1%
Unemployed, Last Worked Before 1985 221 49 22.2"k
Total - All Occupations 71,232 10,547 14.8%
Source: U.S. Department of Commerce
Bureau at the Census
1990 Census of Population
EEO Special File
€)
ri80ard r;/(J~ (J~
COLLIER COUNTY COURTHOUSE COMPLEX
NAPLES. FLORIDA 33962'4977
(813) 774,8097
ANNE GOODNIGHT
COMMISSIONER
RICHARD S. SHANAHAN
COMMISSIONER
MAX A HASSE. JR
COMMISSIONER
BURT L SAUNDERS
COMMISSIONER
MICHAEL J. VOLPE
COMMISSIONER
JAMES C GILES
CLERK
June 26, 1991
Mrs. Gloria Dominguez
361 29th street, N.W.
Naples, Florida 33964
Subject:
~; Affairs
BOIll~J19ut::.'" .
Advisory Board
Dear ~fl!'s.
While convened in regular session on June 25, 1991, the Board of
County Commissioners voted to appoint you as a regular member on the
above-referenced advisory committee. The term of your appointment
will be determined at the Board's organizational meeting.
As with any advisory group, the primary purpose is to assist and
advise the Board of County Commissioners. By law, however, the
ultimate decisions rest with the Commission. At times, the
Commission's decisions may not reflect the recommendation of the
advisory group because many facts must be taken into consideration.
By copy of this letter, we are requesting Ramiro Manalich, Assistant
County Attorney, to provide you with any additional information you
will need as a member of this committee.
On behalf of the Board of County Commissioners, I wish to extend our
appreciation to you for your willingness to serve the residents of
Collier County as a member of this advisory board.
Yours for good government,
~
Patricia Anne Goodnight, Chairperson
Commissioner, District 5
PAG:sf
cc: Ramiro Manalich, Assistant County Attorney
Jennifer Pike, Assistant to the County Manager