US EPAs

A Message From The EPA Administrator	.1
Introduction	,	2
National Hispanic Outreach Strategy	,	4
Crosscutting Initiatives: Addressing Environmental Challenges Through Community Action 	6

Community Partnerships
      Background, Goals, And Guidance	8
      Translations: The Language of Understanding  	11
      Profile: EPA Channels Funding And Safe Water To Colonias .Y..,'.	13
          j: EPA Program Provides Access And Slpport For Border%5mmunities  	14
                          Ensuring A Brighter future Through Sustainable Development	15
                                         ' "                         fiffifi^^l
Economic Opportunities
      Background, Goals, And Guidance 	18
      Profile: NuStats-A Decade Of Contracting With EPA	21
      Profile: From Borderline To Bottom Line, WasteWise Makes A Difference	22
         srspective From The F eld: Building  Bridges, Crossing Borders  	24
      Table:  Summary OfiTs. EPA Cornminity Grant Programs	26
      Crosscutting Initiatives: Lead—Raising Awareness, Reducing Risks  	28

Education Pipeline
      Background, Goals, And Guidance  	30
              icouraging Youth Leadership In Texas 	33
           Jentoring By Word Of Mouth In Philadelphia Schools  	34
      Crossclifng Initiatives: Reaching Out To Children And Youth	36

Employment And Professional Advancement
      Background, Goals, And Guidance  	38
      Profile: Denver Cleanups Provide On-The-Job Training	43
      Profile: Alternate Avenues To Federal Employment  	44
      Crosscutting Initiatives: Pesticides—Protecting Farmworkers And Their Families	46

EPA National Hispanic Stakeholder Consultation Participants	48

A Message  From  The EPA Administrator

            U.S. Environmental Protection Agency (EPA), we have dedicated ourselves to the
         eal that the federal government should reflect the diversity of all this country's citizens.
       Through such diversity, we can better meet the expectations of the American public and
our employees.
   A few years ago, I called on each of EPA's program and regional offices to develop Diversity
Action Plans. The plans were part of a broader effort to ensure equitable treatment for all employ-
ees, regardless of race, gender, physical or mental disabilities, or sexual orientation. In the process,
we learned that special challenges exist in encouraging Hispanic Americans to participate in EPA's
programs and its workforce. For this reason, we took the additional step  of developing the National
Hispanic Outreach Strategy.
   EPA's objectives with this outreach strategy are fourfold. We intend to build partnerships with
Hispanic communities and strengthen our relationships with Hispanic-serving educational institu-
tions. The Agency is also committed to providing Hispanic organizations and Hispanic-owned busi-
nesses sufficient  information and technical assistance to compete effectively for funding. Finally, to
enhance service and to promote  understanding and communication with individuals in all commu-
nities within our diverse nation,  it is vital that the Agency increase Hispanic representation in its
own workforce.
   This outreach strategy represents an important milestone in EPA's efforts to provide all American
families with the knowledge, tools, and resources needed to confront
environmental and public health challenges, today and in the future.
                                                                       Carol M. Browner

                  EPA Is committed to forging strong and dynamic partnerships with
                  the nation's Hispanic community. This will help us to improve the
                  Agency's programs and services and allow us to be more respon-
                  sive to the public health and environmental priorities of the
                  fastest growing segment of the U.S. population.
                                                                     - Romulo L. Diaz, Jr.
                                                                EPA Assistant Administrator
                                                 for Administration and Resources Management

       EPA's National Hispanic Outreach Strategy creates a comprehensive framework to:
           •   Strengthen the Agency's relationship with the nation's Hispanic community.
           •   Ensure that EPA responds efFectively to the environmental and public health needs of Latinos.
           •   Enhance the diversity and professional opportunities within our own workplace.
          This strategy serves several purposes. First, it outlines key goals for all interested stakeholders—
       both inside and outside the Agency. Second, the strategy offers specific guidance to Agency man-
       agers and other key decision-makers responsible for achieving its goals. Finally, this document
       records the progress made to date toward achieving these goals. It is intended as a living document
       that will evolve and adapt to the changing needs, issues, and concerns of the Hispanic community.
          EPA engaged in an innovative process to develop the National Hispanic Outreach Strategy.
       This process included unprecedented levels of participation from internal and external stake-
       holders. As an initial step, EPA convened a National Hispanic Stakeholder Consultation
                                                                     August  18 to 19, 1999, in
                                                                     San Diego, California.
                                                                     Representatives from a wide
                                                                     range of Hispanic organiza-
                                                                     tions participated, including
                                                                     community-based groups,
                                                                     national nongovernmental
                                                                     organizations, academic
                                                                     institutions, and businesses.
                                                                     (A list of participating
Representatives of Hispanic organizations and businesses gather in San Diego
for EPA's first National Hispanic  Stakeholder Consultation in August 1999.

organizations appears at the end of this document.) After learning more about the Agency,
these stakeholders participated in facilitated sessions and shared ideas for improving the
Hispanic community's access to and involvement in EPA programs and services.
   The results of the stakeholder consultation framed the discussion for the Hispanic Outreach Internet
Conference, EPA's first public access, online conference. This conference, held August 25 to September
3, 1999, was hosted on the Agency's new National Hispanic Outreach Strategy Web site at
. The Internet conference allowed consultation participants to continue
the dialogue started in San Diego and afforded individuals unable to attend the consultation an oppor-
tunity to participate in the outreach strategy's development.
   The result of these discussions is a strategy intended to
provide a flexible, yet comprehensive framework on which
the Agency's program and regional offices can build individ-
ualized outreach efforts. The strategy rests on four pillars:
    •   Community Partnerships
    •   Economic Opportunities
    •   Education Pipeline
    •   Employment and Professional Advancement
"The [Consultation] exceeded my expecta-
tions. I learned a lot and left with important
information....The success of [the National
Hispanic Outreach Strategy] will depend on
the constant and continuous support of those
who were, and are, part of this process of
dialogue, discussion, and exchange."
                                  — Angela Zavala
                        Publisher, Hispanic Yearbook
   Although each area has a specific focus and distinct
goals, each is also meant to be mutually reinforcing.
   Once the strategy was formally launched by the EPA Administrator during the Agency's com-
memoration of National Hispanic Heritage Month in October 1999, a work group of EPA program
and regional office representatives was convened. This group created detailed guidance to help
Agency managers and decision-makers implement the outreach strategy. The detailed steps to imple-
ment the Agency's goals are included in subsequent chapters of this document as a means of giving
the reader a better understanding of what EPA's managers are being asked to implement.
   Each section contains profiles of projects, programs, and initiatives that demonstrate the current
depth and breadth of EPA's relationship with our nation's Hispanic community. The profiles share
elements that have made these efforts successful: articulating clearly defined  goals, incorporating
effective mechanisms for community involvement, and establishing verifiable measurements of suc-
cess. While EPA managers responsible for developing implementation efforts can learn from these
examples, the profiles are intended to be illustrative rather than prescriptive approaches to imple-
menting the outreach strategy.

      National Hispanic  Outreach Strategy
      Community Partnerships

          1. Build effective partnerships with Hispanic organizations and communities to raise their envi-
            ronmental awareness and to increase EPA's responsiveness to their environmental and public
            health priorities.
          2. Effectively promote EPA program objectives and accomplishments by making widespread
            use of Spanish-language documents and Hispanic media outlets.
                                                 Economic Opportunities
EPA staff and guests fill the Agency's auditorium for the
launching of the National Hispanic Outreach Strategy in
October 1999.

    1.  Broaden access to EPA financial and
      technical assistance for community
      groups and other nongovernmental
      organizations serving the Hispanic
    2.  Increase outreach efforts to Hispanic-
      owned firms to expand their awareness
      of EPA contracting opportunities.
    3.  Develop tracking systems that monitor
      financial resources going to Hispanic
      concerns, and identify any barriers to
      awarding contracts and grants.

Education Pipeline


    1. Increase the percentage of EPA funding to institutions and
      programs serving Hispanic American students at all education-
      al levels through appropriate means.
    2. Improve the abilities of Hispanic Serving Institutions of Higher
      Education (HSIs) and Hispanic-serving educational institutions
      (HSEIs) to compete for EPA grant programs.
    3. Develop automated systems for the Agency to track its funding performance of Hispanic
      Serving Institutions of Higher Education.
EPA Administrator Carol M. Browner
unveils the National Hispanic
Outreach Strategy.
Employment and Professional Advancement


    1. Demonstrate that EPA, as a federal agency deeply involved in addressing issues of critical
      importance to the Hispanic community, is an employer of choice that is committed to fair
      and equal employment opportunity.
    2. Remove barriers to Hispanic American employee participation in professional development
    3. Adopt policies and procedures making EPA managers and supervisors accountable for
      upholding equal employment opportunity and fairness guidelines.

Addressing  Environmental  Challenges

Through Community Action

  EPA has partnered with community groups, nonprofit organizations, and other federal, local, and state agencies to foster
increased involvement of Hispanics in preventing and resolving environmental issues at the local level.
  At the same time, the Agency has  invested substantial resources in reaching out to the Spanish-speaking population, both
directly and through existing Hispanic organizations such as the National Alliance for Hispanic Health. Working closely with
these organizations, EPA has provided a wide range of information, education, and training on human health and environ-
mental subjects to Latinos.
  The following activities highlight a few of the ways EPA is enhancing Hispanic access to Agency services and promoting
community involvement in addressing environmental problems:
  O  In San Antonio, a Hispanic citizens' group addressed concerns about a proposed drinking water tieatment plant with
     help from EPA. Agency staff facilitated meetings between group members and the state peimittmg agency to ensure
     the new plant met Safe Drinking Water Act standards.

                             A primarily Hispanic community near Cheyenne, Wyoming, was adversely affected by
     	                      drinking water contaminated by cleaning chemicals discharged from a nearby Air
                             Force base over a period of several years. EPA staff advised residents of the health
                             concerns in Spanish and assisted military personnel in developing a timely and
                             appropriate response.

                          O EPA launched a Spanish language Web site, located at ,
                             that contains data on  air and water quality, toxic releases, drinking water safety, and
                             waste management for each U.S. state, county, and territory. EPA tested the proto-
                             type Web site with several Hispanic organizations and 100 Spanish speakers from
                             across the country.

O  Hispanic residents of Val Verde in Pacoima, California, founded Lucha Ambiental
    de la Communidad Hispanica to address concerns about potentially adverse
    health effects from a  landfill in their community. An EPA grant will provide infor-
    mation and training to this grassroots citizens' group and will help fund publica-
    tion of a bilingual environmental newsletter.
©  Hispanic citizens in South Durango, Colorado, sought help to address a nearby
    railroad's environmental impacts on their community. An EPA grant to the Air
    Quality Advisory Council is helping to identify residents' concerns, organize pub-
    lic meetings, and provide air and water quality data and analysis to assist these
O  In Sioux City,  Iowa, an EPA Environmental Justice  grant is helping consumers,
    the fire and rescue department, La Casa Latina Center, and the media to pre-
    vent carbon monoxide poisoning among Spanish speakers. The Warning Against
    Toxic Carbon  Monoxide for Hispanics program (WATCH) provides bilingual educa-
    tion about carbon monoxide dangers generated  by commonly used household
    appliances and equipment.
   Lorena Lopez, director of the San
   Diego Border Office,  and Clarice
   Gaylord. the Border Office's
   environmental justice  coordinator.
   visit an underpass transformed
   into a neighborhood park in the
   Barrio Logan area of San Diego.
grant from EPA. BorderVisions is
an hour-long documentary that
examines the many challenges
faced by border communities as
they struggle to find the right
balance between promoting
economic development, ensur-
ing public  health, and protecting
the environment.


           of EPA's goals is to make access to environmental data more readily accessible to
                communities. This means engaging community leaders, using appropriate
        media channels to disseminate information, and making information available at com-
 munity centers and public libraries. This effort also includes translation and use of bilingual edu-
 cational materials.
    EPA is also strengthening its relationships with organizations and
 community groups that have established credibility within local Hispanic
 communities. By establishing these partnerships, EPA can play a more
 effective role in providing environmental education and encouraging
 public participation in environmental decision-making.
                                 Perhaps most importantly, EPA
                               must listen to and address specific
                               issues facing individual Hispanic
                               communities. When members of
                               these communities see that EPA is
                               responsive to their needs, it will open
                               doors to even more effective outreach
                               efforts. Once this level of trust is
 established, the Agency can truly empower Hispanic neighborhoods by
 helping them make informed decisions and embrace sound environmen-
 tal stewardship, leading to improved public health.

^     I  iki—   •«.   Build effective partnerships
VJOol  iNO.        with Hispanic organizations and
                         communities to raise their envi-
                         ronmental awareness and to
                         increase EPA's responsiveness
                         to their environmental and pub-
                         lic health priorities.

       Implementation Guidance:
           •   Establish communications channels with  com-
               munity leaders and Hispanic organizations.
               Specific activities could include:
               Example 1: Inviting Hispanic leaders and
                 organizations to periodic presentations and
                 briefings about EPA activities.
               Example 2: Supporting newsletters that inform
                 Hispanic stakeholder communities of EPA
Al Rocha, right, chairman of National Image, and
Romulo L. Diaz, Jr., EPA assistant administrator for
Administration and Resources Management, begin
a new era of cooperation between the organiza-
tions by signing a Memorandum of Understanding.
               Example 3: Supporting periodic stakeholder workshops with special emphasis on Latino

               Example 4: Cosponsoring established community-focused activities or events.

               Implement a systematic approach for determining the environmental and public health
               needs of Hispanic stakeholder communities. Specific activities could include:

               Example 1: Designing and distributing bilingual surveys.

               Example 2: Engaging in dialogue with key community leaders and appropriate  experts.

               Example 3: Identifying and analyzing relevant studies and reports.

               Review existing programs, activities, and initiatives to determine if the efforts should be
               redesigned, reinvigorated, or refocused. Specific activities could include:

               Example 1: Developing specific indicators to measure Hispanic public health and environ-
                 mental improvements resulting from EPA activities and programs.

              The Language Of Understanding
         According to the U.S. Bureau of the Census, Spanish was the primary language spoken in U.S. homes
in 1990 by more than 17.3 million people ages 5 and older. Of that number, 26 percent—or more than 4.5 million
people-characterized their abilities to speak and/or read English as either "not well" or "not at all." Based on
recent data, that number has likely grown significantly. The Census Bureau estimates that the United States'
Hispanic population grew 44.1 percent to almost 32.3 million people between April 1990 and May 2000. As an
  anization committed to serving all people, EPA recognizes the need to reach this community throu
ments, correspondence, and outreach materials written in Spanish.
  The Agency is developing a protocol for ensuring that its translations
are of high quality, are culturally and linguistically appropriate, and
form to applicable international standards, such as those set by the
Organization of American States and the Pan-American Health
Organization. This protocol will help ensure that all Latinos will be
able to understand the environmental issues facing their commu-
nities, express their concerns, and get their questions resolved.
  At  present, EPA's National Service Center for Environmental
Publications lists more than 130 documents and videos available in
Spanish. Topics include environmental justice, safe drinking water, pesticides,
indoor air quality, carbon monoxide, lead poisoning, secondhand smoke, radon,    f.tnt
household hazardous waste,  Superfunds,  marine debris, and environmental edu-
cation activities for children.

  For a selection of EPA publications written in Spanish, visit the Environmental Publications Web site at
. You can submit orders online, or call 800 490-8190.

               Example 2: Designing customer satisfaction feedback mechanisms and incorporating them
                 into projects and initiatives.

               Example 3: Determining if initiatives need additional resources or should be discontinued
                 based on their effectiveness.
                          Effectively promote EPA program objectives and accomplishments by
                          making widespread use of Spanish-language documents and Hispanic
                          media outlets.

       Implementation Guidance:

           •   Learn about effective communication channels used by Hispanic stakeholder communities
               to receive information. Specific activities could include:
               Example 1: Researching Hispanic media outlets, including radio programs, television networks,
                  magazines, and community newspapers, that carry information to the Latino community.
                                               Example 2: Raising awareness by making environmental
                                               information available through community centers, pub-
                                               lic libraries, churches, and other groups serving the
                                               Hispanic community.

                                               •   Develop a comprehensive communications strategy
                                                   sensitive to the priorities of the nation's Hispanic
                                                   community. Specific activities could include:
                                               Example I: Forming a work group to create and
                                               implement a specific program or regional communica-
                                               tions strategy.
                                               Example 2: Assigning responsibility for overseeing
                                               a communications strategy to an individual
                                               or office.

EPA Administrator Carol M. Browner, right, and
Bibi Lobo, vice president of the National Latino
Children's Institute, discuss the special chal-
lenges Hispanic youth face.


                EPA Channels Funding And Safe Water To Colonias

   In Texas and New Mexico, hundreds of thousands of people are finally
   gaining access to safe drinking water and sanitary sewer facilities, thanks
   in part to EPA funding for border water infrastructure projects.
   Along the Mexican border areas of Texas and New Mexico, there are
more than 1,200 colonias—unincorporated subdivisions populated predomi-
nantly by low-income Latinos. These colonias are characterized by substan-
dard housing, inadequate plumbing  and sewage systems, and limited access
to clean water. These poor health conditions  often cause residents to con-
tract hepatitis, gastrointestinal problems, and other diseases.
   For years, addressing colonias  infrastructure needs was difficult. As unin-
corporated subdivisions, they were not political entities eligible for funding. During the past 10
years, however, Texas and New Mexico have passed laws and Congress has allocated funds to address
colonias'  basic infrastructure  needs.
   EPA is assisting colonias in Texas and New Mexico by providing funding to state agencies to con-
struct wastewater infrastructure and  drinking water facilities. From 1993 to  1998, EPA made $320
million in grants available to Texas and New  Mexico to provide  for wastewater facilities. During that
time, Texas undertook 48 construction projects totaling nearly $300 million; New Mexico commit-
ted $14 million to 13 projects.
   Since 1998, EPA has continued funding programs in colonias through the Texas Water
Development Board and the New Mexico Environment Department, which provide matching
grants. The programs provide loans and grants supporting local  governments to develop sewers and
wastewater treatment facilities; residents of colonias in Texas can also receive low-interest loans for
their basic plumbing facilities. Overall, EPA funding has contributed to projects that have helped
ensure safe water and sewer facilities for approximately half of the 300,000 people living in colonias.
   For more information about water infrastructure improvements in colonias, contact EPAs Office
of Wastewater Management at 202 260-5850.


     EPA Program Provides  Access And Support For Border Communities

     The U.S.-Mexico  border region is home to nearly 11 million residents. Because so many of the
     natural resource, environmental, and public health issues in this region are transnational,
     EPA's innovative U.S.-Mexico Border XXI Program brings federal, state, tribal, and local enti-
ties from both countries together to address these concerns.
   With a main goal of promoting  sustainable development, the Border XXI Program seeks a bal-
ance between social and economic factors and environmental protection in border communities and
natural areas. This is accomplished  by:
                     •   Ensuring public involvement.
                     •   Building individual and institutional capacity and decentralizing
                         environmental decision-making.
                     •   Ensuring interagency cooperation.
                     El Paso and San Diego Border Liaison Offices, established in 1994, are the
                 principal vehicles for providing Border XXI Program outreach. These offices also
                 facilitate access to environmental information in border communities. A satellite
                 office was established in Brownsville, Texas, in 1997 to perform similar functions
                 in the Lower Rio Grande Valley.
   Border Office staff  respond to community needs and concerns; provide environmental information
and EPA grant announcements; and conduct public meetings and open house events to inform com-
munities of environmental activities  and  encourage discussion of local issues. Border Offices are also
responsible for implementing the Border  Environmental Education Strategy, as well as other projects.
   The public has electronic access  to environmental information about border regions via:
    •   Computer workstations at  the El Paso and San Diego Border Liaison Offices
    •  The EcoWeb  Internet site,  which provides links to existing border information
    •   EPA's Border  XXI Web site at 

Ensuring A Brighter Future  Through
Sustainable  Development
  In 1996, the President's Council on Sustainable Development described sustainable communities as
places where "natural and historic resources are preserved, jobs are available, sprawl is contained, neigh-
borhoods are secure, education is lifelong, transportation and health care  is accessible, and all citizens
have opportunities to improve the quality of their lives."
                                                  Revitalizing brownfields will help the citizens of
                                                 America's cities rebuild their own communities
                                                 on a new foundation of hope."
                                                                             Vice President Al Gore,
                                                            announcing the Brownfields National Partnership
  EPA encourages all citizens to work individually and joint-
ly to create sustainable communities that balance economic
growth with environmental stewardship and social equity.
Latinos are developing sustainable solutions to environmen-
tal challenges with the help of EPA and many other federal
  For example, a citizen group in Westside, an established
Mexican-American neighborhood in Kansas City, Missouri, is
using an EPA grant to develop an environmentally sound, sustainable community planning process.
Communities along the Rio Grande River formed the Consortium of the Rio Grande (CoRio) to ensure stew-
ardship of the nation's second longest river, assist bordering communities with forming strategic alliances,
and secure resources to help reach their objectives. Thanks to CoRio's efforts, the river was designated as
one of 14 American Heritage Rivers—an initiative to recognize outstanding stretches of the country's rivers
and provide federal resources toward their protection. EPA is one of the federal agencies working with CoRio
on local planning projects in Texas, including riverfront development  in Laredo, revitalization of downtown
Brownsville, construction of a riverwalk and mission trail in El Paso, and wastewater services in Presidio.
  Many community efforts are focusing on revitalizing abandoned industrial sites called brownfields.
These sites often are  located in close  proximity to economically distressed communities with ethnically

diverse populations. When such properties are cleaned up and redeveloped, they can be catalysts for eco
revitalization within a community.
   In 1996, the Brownfields National Partnership was launched to build partnerships among public and private
organizations to clean up brownfields. The partners called for the selection of Showcase Communities to
demonstrate the benefits of rnultiagency collaboration in developing local, sustainable solutions to brownfields.
Impressive efforts  are under way in the  following Showcase Communities (see page 17), whose populations include
a large percentage of Latinos:
   Other EPA Brownfields  Efforts

      EPA also is encouraging brownfields redevelopment through other initiatives in Hispanic communities,
   including the following:
      O   In San Diego, a pilot is underway to stimulate economic development and enhance the public health
          and environmental quality of Barrio Logan. Several chemical manufacturing/storage facilities and
          metal plating facilities  pose  risks to Barrio residents who live close to the sites. The city plans to con-
          duct workshops and discussions in English and Spanish with residents, community leaders, industry
          representatives, and technical experts to overcome redevelopment challenges.
      ©   In Houston, a pilot in the East End and Palm Center communities will provide job training to local
          residents. The East End  is composed almost entirely of Hispanic residents, while Palm Center is pre-
          dominately African-American. Houston Community College plans to recruit individuals from these
          communities to receive training as environmental technicians. The college intends to train 100 stu-
          dents, achieve a 75 percent job placement rate, and track graduates for 1 year after training.
      ©   With funding from EPA, the  New Jersey Environmental  Law Center, through Rutgers Law Clinic and
          La Casa de Don Pedro, will  educate Hispanic residents in Newark, New Jersey, about Superfund site
          remediation and brownfields issues in their neighborhoods.
      ©   Bilbao, Spain, has garnered worldwide attention with construction of the architecturally striking
          Guggenheim Museum  on an abandoned industrial site. This project has become a model for water-
          front redevelopment. In July, 2000, as part of an ongoing partnership between EPA and the city's
          regional and municipal authorities, the Agency sent a technical assistance team to Bilbao. The team
          promoted use of performance-based contracting so a new round of brownfields redevelopment in
          Bilbao will be environmentally efficient in addition to architecturally remarkable.

More than one third of East Palo Alto, California's population is
Latino. Although surrounded by the affluent and high-powered
Silicon Valley, East Palo Alto has not experienced similar pros-
perity. Three brownfields are targeted for cleanup; restoration of
one industrial area will employ nearly 4,000 workers. One of
the most significant accomplishments to date is the creation of
the Brownfields Environmental Job Training
giving local residents access to  new job opportunities. The
training is the first of its kind in the nation.
Since 1993, more than $300 million has been invested in the
Eastward Ho! Corridor in southeast Florida. Spanning approxi-
mately 115 miles along the eastern portions of Palm Beach,
Broward, and Miami-Dade Counties, the corridor is home to
more than 2 million people, some  of whom experience the
most severe poverty in the country. More than 2,100 known
contaminated sites are located within the corridor. Highlights of
redevelopment in the region include receiving a developer's
commitment to create businesses  in the low-income Wynwood
neighborhood, which will create new jobs; investment in clean-
ing up the 30-acre  Poinciana Industrial Center; and  establishment
involvement in brownfields projects.
What Are
   Brownfields are industrial or
commercial properties that
were once thriving economical-
ly, but now lie abandoned, idle,
or underused. Expansion or
redevelopment of these proper-
ties is complicated by actual or
perceived contamination from
past uses. Examples of brown-
fields include abandoned facto-
ries, gasoline stations, and dry
cleaning stores.
             to ensure community
More than 200 brownfields are located in Dallas, and brownfields redevelopment is currently focusing on the
low-income, minority-populated section of West Dallas. The city has remediated and redeveloped 1,244 acres
of brownfields, creating more than 1,700 jobs. In addition, a bilingual guidance manual and other reports
developed by the city are now being requested by other communities across the nation.
An initiative in Chicago targets 26 sites for redevelopment. Remediation is currently focusing on four industri-
al park areas; three of these sites include communities that are predominately populated by minorities,
including Hispanics. Through the project, hundreds of jobs have been retained or created for area residents.
A Brownfields Institute was also established to educate community development organizations about brown-
fields issues and opportunities.



                      committed to enhancing economic opportunities for Hispanics as
                       its mission to protect public health and the environment. EPA can accomplish this, in
                 part, by becoming better acquainted with community groups and organizations serving
             Hispanics, and by encouraging these groups and Hispanic-owned firms to pursue financial assistance
             and contracting opportunities with the Agency.
               Making grants and contracting opportunities available is not enough in itself. Many Hispanic
             organizations and Hispanic-owned businesses don't know such opportunities exist or don't under-
             stand how to take advantage of these economic benefits. EPA is committed to more effectively pro-
             moting the availability of these benefits and providing the technical assistance  necessary for Hispanic
             organizations and businesses to access these opportunities. EPA also plans to track and review its
             distribution of funding to identify potential obstacles.
           Through efforts such as the Office of Environmental
         Justice Small Grants Program, EPA's Mentor-Protege
         Program for business development, and Hispanic Business
         Counseling Day, the Agency will continue to provide eco-
         nomic support and education.
            Goal  No. 1:
Broaden access to EPA financial and technical assistance for commu-
nity groups and other nongovernmental organizations serving the
Hispanic community.
            Implementation Guidance:
            •  Develop, for use by Agency employees, a comprehensive list of community groups and other non-
               governmental organizations serving the Hispanic community. Specific activities could include:
                   Example 1: Working with EPA program, region, and state offices to compile the list.
                   Example 2: Utilizing publications such as the Hispanic Yearbook and the National Directory
                     of Hispanic Organizations to develop the list.

   Develop a local communications strategy to convey information about
   financial and technical assistance to groups on the list. Specific activi-
   ties could include:
       Example 1: Providing materials on how to identify and access
          assistance resources. EPA program and region offices and the
          Office of Grants and Debarment can assist with these efforts.
       Example 2: Holding forums in heavily populated Hispanic areas
          to explain the assistance access process, discuss potential
          opportunities, and showcase programs benefitting Hispanic communities. EPA program
          offices and the Office of Grants and Debarment can assist with these efforts.
         *)•    Increase outreach efforts to Hispanic-owned firms to expand their
      *  ^*    awareness of EPA contracting opportunities.

Implementation Guidance:
    •   Work to increase contracting opportunities for Hispanic-owned businesses by strengthening
        partnerships and improving collaborative procurement planning with EPA's Office of
        Acquisition Management and the Office of Small and Disadvantaged Business Utilization, the
        Agency's primary liaison to the small business community. Specific activities could include:
        Example 1: Working with the U.S.  Hispanic Chamber of Commerce, U.S. -Mexico
          Chamber of Commerce, and U.S. -Spain Council, among others, to promote contracting
          opportunities for Hispanic-owned firms.
        Example 2: Seeking EPA program and regional office support in identifying contracting
          opportunities, and encouraging program and regional offices to create small business
        Example 3: Encouraging Hispanic organizations to work with EPA's prime contractors to
          foster business development and contracting opportunities  in the environmental arena
          through the Mentor-Protege program.
        Example 4: Participating in contractor forums sponsored by the Office of Acquisition

^%     I |k|/%  ».   Develop tracking systems
VjOal FNO. 3.   that monitor financial
                         resources going  to Hispanic
                         concerns, and identify any
                         barriers to awarding con-
                         tracts and grants.

       Implementation Guidance:
           •   EPA's Office of Acquisition Management is
              developing a tracking system to monitor con-
              tracting dollars going to Hispanic-owned firms
              and other businesses (see "Enhanced Financial
              Resources Tracking"). While the tracking sys-
              tem is under development, EPA will continue
              participating in business fairs and contractor
              forums to provide outreach and to identify
              potential barriers to awarding contracts.
Enhanced  Financial
Resources Tracking
  EPA's Office of Acquisition Management will complete
implementation of the new tracking system in fiscal year
2001. Primary implementation steps included:
  ©  Developing language for all Agency contracts
      exceeding  $100,000 that asks contractors if their
      companies are owned by a Hispanic,  Latino, or
      other minority group.
  ©  Publishing the proposed language in the Federal
      Register to allow for public comment. U.
      approval, EPA could start collecting this informa-
      tion by the second quarter of fiscal year 2001.

                          NuStats: A Decade Of Contracting  With EPA
          NuStats is a Hispanic-owned survey research and consulting company. It provides consumer atti-
       tude/behavior analysis and forecasting to corporations and public agencies throughout the United
       States and Mexico. An EPA contractor for nearly 10 years, the firm  was founded by Dr. Carlos Arce,
       who at age 14 immigrated with his family from Mexico to the United States.
          Dr. Arce attributes his firm's 14 years of success to technical proficiency, diversification into special-
       ized fields, and customized approaches to projects. The company has  proven its ability to perform main-
       stream consultation, market research, and analysis while also specializing in Hispanic issues.

Helping Small
Businesses Prosper
  The Small Business Administration
provides developing companies with a wide
array of helpful resources, including numer-
ous loan, financing, and procurement  assis-
tance programs. The Office of Government
Contracting Web site, located at
                         , provides  links
to other federal agencies. EPA's Office of
Small and Disadvantaged Business Utilization
serves as an advocate, counselor, trainer, and
liaison to the small business community.
Services are administered through participa-
tion in outreach activities,  including intera-
gency-sponsored conferences, one-on-one
counseling, and group training seminars.
  For further information about the direct pro-
curement and grants programs, write to EPA-
OSBDU, 1200 Pennsylvania Avenue, NW.
(1230A) Washington, DC, 20460; call 202 564-
4100; or visit
   Dr. Arce encourages other Hispanic contractors wishing to
enter the federal market to take advantage of the wealth of infor-
mation and opportunities available from virtually every major
federal agency. He says federal agencies earmark certain solicita-
tions as "small or disadvantaged business set-asides." This assists
small, disadvantaged, and minority- and women-owned business-
es in receiving government contracts and affords them opportu-
nities to grow and prosper.
   Targeting such opportunities is a sound business strategy, but
greater long-term success is achievable by  shifting a firm's mar-
keting focus toward fully competitive procurements.  For that,
companies—Hispanic-owned,  or not—must be very competent.
"That's the bottom line—competence," Dr. Arce says.
   NuStats currently employs 40 professional staff in its research
and consulting offices, plus an additional  120 people in two sep-
arately operated data collection units. Approximately 50 percent
of the staff are Hispanic.
                                                       From Borderline To Bottom Line,
                                                       WasteWise Makes A Difference
                Through a binational, public/private partnership, EPA has helped businesses and students in the
             San Diego-Tijuana metropolitan region realize the environmental and economic benefits of waste
             reduction and recycling. The Border WasteWise Project demonstrates the commitment of the
             region's industries to improve their bottom lines and the environment along the United States-
             Mexico border.
                WasteWise is a free, voluntary EPA program that helps businesses and organizations prevent
             waste, recycle, and manufacture and buy recycled-content products. Through business assistance,

training, outreach, and information resources, EPA provides manufacturers and other organizations
with needed tools to reduce their solid waste and increase their cost-competitiveness. Border
WasteWise focused on maquiladora plants, located in Mexico, but owned by foreign companies.
"We're trying to reduce the environmental impact that this heavy industrial sector has on the border
communities," says Chris Reiner of EPA Region 9,  which includes California, Arizona,  Nevada,
Hawaii, and the territories of Guam and American  Samoa.
   In the San Diego-Tijuana area, Border WasteWise initially helped 27 large and medium-sized
manufacturers in the electronics, transportation, plastic injection molding, and furniture industries
identify methods and technologies  to reduce waste in product design, manufacturing, and packag-
ing. Companies including Sony, Sanyo, Honeywell, Hasbro, and Kodak made commitments to par-
ticipate. EPA provided onsite technical assistance to the manufacturers by conducting solid waste
reduction assessments, training, and implementation assistance.
   Program success was due in part to the industry part-
ners' commitment and willingness to share their success
stories with other companies. One  company, for example,
reduced its disposal costs and solid waste by seven tons
per year just by replacing paper towels with hand dryers.
A small electronics manufacturer cut its solid waste gener-
ation 30 percent by implementing WasteWise suggestions
that included training employees in recycling. Another
company used profits from the sale of its recyclables to
create a recreation fund for employees.
   In addition to helping businesses directly, EPA trained
students and educators in waste reduction at the
Autonomous University of Baja California in Mexico and
at San Diego State University. Through the program,  dozens of Mexican and American  students
learned important environmental concepts and made  future career contacts while conducting waste
assessments for course credit. The Agency also gathered waste generation data in the region to sup-
port binational waste management  planning  and developed waste reduction information resources
for border industries, government agencies, and other organizations.
   Because the WasteWise effort was so successful, EPA has decided to broaden the program to
encompass  other aspects of pollution prevention, including solid and hazardous waste, soil, waste
water, water conservation,  and energy conservation. For more information about Border WasteWise,
contact EPA Region 9 at 415 744-2096.

                    A  Perspective
                          From   The   Field
          Juilding Bridges, Crossing Borders
          EPA Reaches Out to Hispanic-Owned Businesses.
  Today, minority-owned businesses have options of where to take their services. EPA is competing with other fed-
eral, state, and local government entities for this increasingly important component of our national economy.
  To provide contracting opportunities to Hispanic businesses, the Agency must conduct a sustained and mean-
ingful outreach effort. As an organization serious about building bridges to this community and committed to mak-
ing Hispanic business leaders feel valued, EPA could employ some or all  of the following strategies:
  O Advertise to Hispanic firms through concerted efforts in the print media. These notices should
     indicate EPA's desire to include Hispanic-owned firms among its contractors. The Agency could also consult
     the National Association of Hispanic Publications and Hispanic Businesses, Inc., to determine how to best
     inform the diverse Hispanic business sector about contracting opportunities with EPA.
  O Provide training on doing business with EPA to various Hispanic trade
     and professional groups. These include the Hispanic Contractors of America
     and the U.S. Hispanic Chamber of Commerce. EPA should make this training
     available nationwide at locations where large populations of Hispanics reside.
     Training should include information about opportunities provided by EPA, includ-
     ing financial assistance programs and contracts awarded through the Agency's
     various buying operations. Special attention should also be paid to the e-com-
     merce aspects of these opportunities. This training will welcome diversity and
     encourage Hispanic business leaders to seriously consider EPA as a marketplace
  O Monitor Hispanic firms' participation in contract opportunities with
     EPA. This will ensure that reasonable progress is made in improving inclusion of the Hispanic business sec-
     tor. EPA also should develop a "feedback loop" that consistently allows it to hear Hispanic business leaders'
     comments about the effectiveness of the Agency's outreach and educational efforts.

Charles Vela, chairman
of the Center for the
Advancement of
Hispanics in Science and
Engineering Education,
has worked with  EPA's
Office of Acquisition
Management to develop
innovative contracting
opportunities for
   O   Build on past EPA successes to guide outreach efforts. During the early
       1990s, EPA's Office of Small and Disadvantaged Business Utilization, in coopera-
       tion with the National Association of Minority Contractors, launched a national
       outreach and educational effort aimed at minority firms. Nationwide training was
       offered on topics such as Superfund Construction Management: Costing,
       Scheduling, and Claims; Superfund Safety and Health Techniques; Underground
       Storage Tanks; Radon Containment; and Asbestos Abatement. Participants,
       including Hispanic  business leaders, received certification for successfully com-
       pleting the training courses.
   O   Educate minority firms about opportunities with existing EPA initia-
       tives.  For example, the Construction Grants and State Revolving  Fund  Programs
       have dispensed more monetary support to American communities than all other
       EPA programs combined. These programs have been a key mechanism for
       building the infrastructure our nation needs. But to date, few Hispanic- or other
       minority-owned firms have realized the benefits of these programs.  In most
       regions,  minority-owned businesses have received only a small number of
       prime contracts.
   Only when all types of businesses are competing effectively in EPA's procurement
process can the Agency rest secure in knowing that no business sector has been  inad-
vertently neglected, overlooked, or excluded. To achieve this goal, EPA must develop bet-
ter ways to inform Hispanic-owned companies of economic opportunities with the
Agency and provide education  about how to secure these opportunities.
                                                                  - Maurice Velasquez is a 20-year
                                                              veteran of the Agency and coordinates
                                                            Region 8's minority- and women-owned
                                                                               business program.

          Summary of U.S. EPA
Grant Program



Award Amounts
Fiscal Year 2000
Application Period
Fiscal Year 2001

Partnership Grants
To catalyze and encour-
age integrated commu-
nity planning and com-
munity-based redevel-
opment and revitaliza-
tion by providing seed
money to leverage pri-
vate and public sector
investment in commu-
nities and larger geo-
graphic areas such as
watersheds and air-
All incorporated non-
profit entities and pub-
lic agencies (state,
county, regional, tribal,
or local).

Up to $250,000
per project

Lynn Desautels,
Office of the
202 260-6812

Border Grants
To provide financial
assistance to eligible
border organizations
and institutions to sup-
port and advance the
objectives of the
Border XXI program.

Educational institu-
tions, Indian tribes,
local governments, and
501(C)3 organizations.

$25,000 per award

February to March

Sarah Sowell, Office of
Western Hemisphere
and Bilateral Affairs,
202 564-0145

Justice Small
To provide financial
assistance to eligible
community groups
and federally recog-
nized tribal govern-
ments that are work-
ing on or plan to
carry out projects
that address environ-
mental justice

Any affected com-
munity group, non-
profit organization,
university, or tribal
Organizations must
be incorporated to
receive funds.

Up to $20,000 each


Mustafa All, Office of
Environmental Justice,
202 564-2606

Solid Waste
To promote use of
integrated solid
waste management
systems to solve
municipal solid
waste generations
and management
problems at the
local, regional, and
national levels.

Nonprofit entities,
government agen-
cies, and Indian

$5,000 to $250,000


Linda Kutcher,
Office of
Solid Waste,
703 308-6114

Incentives for
To support state, trib-
al, and regional pro-
grams addressing the
reduction or elimina-
tion of pollution
across all environ-
mental media: air,
land, and water.

State agencies, state
such as universities,
federally recognized
tribes, and U.S. terri-
tories and posses-
sions. States are
encouraged to form
partnerships with
nonprofit organiza-
tions and/or local
$20,000 to $200,000

October to February

Christopher Kent,
Office of Pollution
Prevention and Toxics,
202 260-3480

To enable groups of
individuals affected
by Superfund
National Priorities
List (NPL) sites to
obtain technical
assistance in inter-
preting site informa-

Groups affected by
an NPL site. All
groups must be
incorporated as
nonprofit organiza-

Up to $50,000


Lois Gartner,
Superfund Community
Outreach Center,
703 6033889


Community Grant Programs

Brownfields Job Training
and Development
Demonstration Pilots

To facilitate cleanup of brown-
fields sites contaminated with
hazardous substances and pre-
pare trainees for future employ-
ment in the environmental field.
The pilot projects must prepare
trainees in activities that can be
usefully applied to a cleanup
employing an alternative or inno-
vative technology.

Colleges, universities, nonprofits,
training centers, community-
based job training organizations,
states, cities, towns, counties,
U.S. territories, and federally rec-
ognized Indian tribes. Generally,
entities with experience in provid-
ing job training and placement
programs are invited to apply.

Up to $200,000 over 2 years


Myra Blakely, Office of Solid
Waste and Emergency
202 260-4527

Brownfields Assessment
Demonstration Pilots

To help communities revitalize
brownfields properties both envi-
ronmentally and economically, mit-
igate potential health risks, and
restore economic vitality. EPA's
Brownfields Assessment
Demonstration Pilots are directed
toward environmental activities
preliminary to cleanup, such as
site assessment, site identification,
site characterization, and site
response or cleanup planning.
States (U.S. territories), political
subdivisions (including cities,
towns, counties), and federally rec-
ognized Indian tribes.

Up to $200,000 for 2 years


Becky Brooks, Office of Solid
Waste and Emergency Response,
202 260-8474
To support environmen-
tal research based on
excellent science as
determined through
peer review by experts
drawn from the national
scientific community.

States, local govern-
ments, federally recog-
nized Indian tribes,
territories and posses-
sions, public and private
universities and col-
leges, hospitals, labora-
tories, public and pri-
vate nonprofit institu-
tions, and highly quali-
fied individuals.
$6,000 to $1,500,000

Varies per specific
research program
National Center for
Environmental Research,
800 490-9194


To provide financial
support for projects
that design, demon-
strate, or disseminate
environmental educa-
tion practices, meth-
ods, or techniques.

Local, tribal, or state
education agencies;
colleges and universi-
ties; nonprofit organi-
zations; state environ-
mental agencies; and
noncommercial edu-
cational broadcasting

Approximately $1,000
to $100,000
September to
Diane Berger, Office
of Environmental
202 260-8619

National Estuary

To promote the devel-
opment of comprehen-
sive conservation and
management plans for
designated estuaries.

State, interstate, and
regional agencies, non-
profit organizations
and institutions, and
qualified individuals.

$10,000 to $795,000

November to May

Darrell Brown, Office of
Wetlands, Oceans, and
Watersheds Protection,
202 260-6502

Children's Health

To support community-
based and regional
projects that enhance
public outreach and
communication; to
assist families in evalu-
ating risks to children
and in making
informed consumer

Community groups,
public nonprofit organi-
zations, tribal govern-
ments, and munici-
pal/local governments.

$35,000 to $135,000


Ramona Trovato, Office
of Children's Health,
202 260-7778

Lead: Raising Awareness,  Reducing Risks

  Lead is a major environmental health hazard, especially for Latino children, a disproportionate percent-
age of whom live in older or distressed housing. About 75 percent of U.S.  homes built before 1978, an
estimated 64 million dwellings, contain some lead paint, today's principal  source of lead exposure in the
United States. Children living in older homes are threatened by chipping or peeling lead paint and by lead-
contaminated dust resulting from paint removal during remodeling.
  Children also can be exposed to lead through drinking water tainted by
lead plumbing, lead-glazed pottery, and some home remedies (e.g., Greta
and Azarcon). Lead exposure can cause a variety of health problems,
including brain damage, lower IQ, and behavioral problems. Lead can
also cause abnormal fetal development in pregnant women. An estimated
1.7 million children have blood-lead levels above established standards,
mostly because of exposure to lead-containing materials. In adults,  lead
exposure contributes to hypertension and  substantially increases the risk
of heart  attack and stroke, particularly for men ages 35 to 50.
  In 1996, in response to the Residential Lead-Based Paint Hazard
Reduction Act's mandatory disclosure requirements, EPA and the
Consumer Products Safety Commission released a booklet in English and
Spanish explaining how to prevent and reduce exposure to lead hazards in
the  home. This booklet, developed in consultation with Hispanic focus groups in Miami and Los Angeles,
is distributed to millions of Americans who buy, rent,  lease, or renovate pre-1978 housing each year.

  EPA, in cooperation with the Centers for Disease Control and Prevention and the Department of
Housing and Urban Development, also currently funds the National Lead Information Center. The center
provides information about lead hazards and how to prevent them. The center runs a clearinghouse; a toll-

free hot line at 800 424-LEAD; and a Web site at
   In 1999, the Agency funded the National Latino Lead
Education Campaign. Sponsored in cooperation with the
National Safety Council's Environmental Health Center and
with assistance from the National Council of La Raza, the pub-
lic awareness campaign featured the first lead poisoning public
service announcement to air on the three major Spanish-Ian-         Sjfciufc-:. 4 

  In the new "knowledge economy," technical skills and
  educatS^ are more vital than ever to economic survival
  and prosperity. Yet Hispanics, the fastest growing segment
of the U.S. population, are dropping out of schools in
alarming numbers. In 1999, a Hispanic high school student
had only a 60 percent chance of making it to graduation.
And the percentage of Hispanic high school graduates
enrolled in institutions of higher learning has remained vir-
tually unchanged since the early 1980s. Only 11 percent of
Hispanics earn at least a bachelor's degree.

   EPA pledges to do its part to help close the Hispanic
educational attainment gap. One way of achieving this goal
is to increase the participation of Hispanic Serving
Institutions of Higher Education (HSIs) in EPA's research
grants and fellowship awards. Progress was made in both these areas between fiscal years 1998 and
                   1999. In 1999, EPA awarded 28 research grants to HSIs totaling approximately
                   $7 million, a 123 percent increase over the past year. EPA also awarded 12 fel-
                   lowships totaling approximately $293,000 to students of HSIs in 1999.

                      EPA is committed to working with educational institutions at all levels to
                   strengthen the "Education Pipeline." The Agency also recognizes and values the
                   flow of potential talent this pipeline will eventually provide for EPA's workforce.
Defining HSIs and  HSEIs

  For the purposes of EPA's National Hispanic
Outreach Strategy, the term Hispanic-serving educa-
tional institutions (HSEIs) encompasses all organiza-
tions such as community centers, nonprofit organiza-
tions, and primary and secondary schools that offer
educational services to the Hispanic community.
  The more common term, Hispanic Serving
Institutions of Higher Education (HSIs), refers to
community colleges, junior colleges,  and 4-year col-
leges and universities with Hispanic enrollments of
at least 25 percent, which is the regulatory thresh-
old established by the Department of Education.
                                *!•    Increase the percentage of EPA funding to institutions and
                                      programs serving Hispanic American students at all educational
                                      levels through appropriate means.

             Implementation Guidance:

             •  Examine all competitive and noncompetitive grant processes to eliminate barriers and facilitate par-
               ticipation of institutions or programs serving Hispanic students. Specific activities could include:

                    Example 1: Translating grant solicitation documents into Spanish and providing technical
                      assistance to increase participation in grant programs.

       Example 2: Analyzing available information about the results of funding cycles to promote
          better management and equitable access.

       Example 3: Determining if evaluation and decision-making processes for awarding financial
          assistance erect barriers (e.g., lack of Hispanic participation in peer review) that discour-
          age awards to Hispanic-serving educational institutions.
                   Improve the abilities of Hispanic Serving Institutions of Higher
                   Education (HSIs) and Hispanic-serving educational institutions (HSHs)
                   to compete for EPA grant programs.
Implementation Guidance:
•  Develop a two-part communications strategy that informs EPA managers of opportunities to
   award grants with HSIs, and make HSIs aware of grant opportunities with EPA. Specific activi-
   ties could include:
                 Example 1: Preparing profiles of relevant HSIs and distributing the profiles to
                   decision-makers in EPA program and regional offices.
                 Example 2: Including local HSIs in all appropriate grant solicitations.
                 Example 3: Inviting local HSIs to make presentations to local EPA managers.

                 •  Identify the technical assistance needs of Hispanic institutions so they can
                    more effectively compete for grants. Specific activities could include:
                 Example 1: Providing assistance to train HSIs in effective grant writing.
                 Example 2: Organizing seminars or workshops to teach HSIs how to access federal
                 Example 3: Collaborating with sister federal agencies to support capacity build-
                   ing efforts for HSIs and HSEIs.
        Example 4: Developing Intergovernmental Personnel Act assignments for HSIs to  strength-
          en their administrative management processes and their efforts to obtain various types of

Goal No. 3:
Develop automated systems for
the Agency to track its funding
performance of Hispanic Serving
Institutions of Higher Education.
       Implementation Guidance:
           •   EPA will complete efforts to produce an auto-
               mated tracking system of funding of HSIs by
               October 2001 (see "Improved Funds Tracking").
Improved Funds Tracking
  EPA's Office of Grants and Debarment is enhanc-
ing the Agency's new Integrated Grants Management
System (IGMS) to facilitate tracking of funding to
Hispanic Serving Institutions of Higher Education and
other minority academic institutions. The office has
already established a data element in the system
                                       specific ethnic groups. Other steps include the devel-
                                       opment of an electronic interface between the new
                                       automated system and the existing legacy system.
                                         As a result of this activity, EPA will be able to gen-
                                       erate reports on the amount of grant dollars award-
                                       ed to Hispanic and other minority institutions.
          Encouraging Youth Leadership In Texas
          While EPA employs a variety of efforts to educate Hispanic farmworkers and their families
       about the environmental risks and safe use of pesticides, one of the Agency's most important audi-
       ences is children. For example, EPA funded the establishment of the Young Farmworkers' Academy
       (YFA) in Texas.
          YFA educates migrant agricultural workers and their families about pesticide risks and environ-
       mental protection through afterschool classes, Saturday activities, and adult mentoring. The pro-
       gram is an example of a successful partnership between EPA's Office of Pesticides, the University of
       Texas at Brownsville, a local school district, and Equity Research Corp., a nonprofit education
       research and consulting firm.
          YFA launched a pilot project in January 2000 with 100 Hispanic elementary students, 8th
       graders, and 1 Oth graders in San Benito and Donna, Texas. All students participate in two Saturday
       sessions with adult mentors each month. Elementary students also attend afterschool sessions twice a
       week to learn about environmental and community issues.

                  At Saturday sessions, adult mentors use personal testimony, guest speakers, videos, worksite
               tours, Internet research, and interviews with local agricultural professionals to engage students in
               discussions about pesticide issues. YFA members learn about laws to protect farmworkers from pesti-
                                                        cide exposure, practical ways to protect themselves while
                                                         working in the field, and other environmental and pes-
"This project isn't just about providing youth and         ticide safety issues. For example, the San Benito YFA
the community With information. It's about building      visited the United Farmworkers Union and discussed
community and youth leadership to effect Change."      migrant  rights, pesticide awareness, and Cesar Chavez,
                                         Marnie Brady      the organization's founder. EPA representatives from the
                    YFA project coordinator for Donna, Texas      office of Pesticides also gave students presentations on

                  In addition, young Latinos are learning important life lessons from their adult mentors. At both
               sites, youth care for organic community gardens, which teaches them about team building in addition
               to pesticide alternatives. Older students learn about college and career opportunities. For example,
               1 Oth graders in the San Benito YFA visited the Texas A&M campus in College Station to learn about
               careers in engineering, physics, mathematics, veterinary science, and farm and business management.
                  A full evaluation by teachers and administrators from participating schools is planned after May
               2000. For more information about YFA, contact Marnie Brady, YFA project coordinator for Donna,
               Texas, at 956 461-2250.

                              Mentoring By Word Of Mouth In Philadelphia Schools
                  In 1999, EPA's Mid Atlantic Region (which includes Delaware, Maryland, Pennsylvania,
               Virginia, West Virginia, and the District  of Columbia) developed a 6-week shadowing and mentor-
               ing summer program for Philadelphia's Thomas Edison/John Fareira High School. The school's
               population is three-quarters Hispanic. Ultimately, the student participants imparted critical informa-
               tion to nearly 2,000 people about environmental issues that inner city residents face daily.

   EPA staff introduced eight Edison students to the work world through
assignments ranging from data management to environmental science.
EPA staff worked closely with the students, helping them acquire skills in
such areas as lead, pesticides, indoor air pollution, radon, and household
hazardous waste.
   The Edison students then applied their knowledge by mentoring 36
other students from 14 middle schools in Philadelphia and Chester,
Pennsylvania. The middle school students, representing diverse racial,
economic, and cultural backgrounds, returned to their schools and com-
munities to teach others about environmental issues. The high school and middle school students
interacted with 150 EPA staff and employees from 21 different agencies.
  Advancing Educational
    On February 22, 1994, the President issued
  Executive Order 12900 on Educational Excellence
  for Hispanic Americans. The Executive Order created
  the White House Initiative on Educational Excellence
  for Hispanic Americans, which requires federal agen-
  cies to advance educational opportunities for
  Latinos. This includes working with individuals and
  educational, business, and community groups that
  serve this community.
    In addition, agencies must submit and update
  annual plans for improving programs or carrying out
  activities that respond to Latinos' educational needs.
  The National Hispanic Outreach Strategy provides a
  new framework for EPA's continuing efforts to
  accomplish the objectives of the Executive Order.
   This EPA Region 3 mentoring pro-
gram offered a creative way to provide
both employment and educational
opportunities to Hispanic students. The
program also represents a proactive
approach for fostering partnerships with
the local Hispanic community and devel-
oping student interest in environmental
protection careers. The mentoring pro-
gram contributed significantly to EPA's
support of the goals stated in the White
House Initiative on Educational
Excellence for Hispanic Americans (see
"Advancing Educational Opportunities").

Reaching  Out  To  Children And Youth
   PA has partnered with Hispanic educational associations anc
Colleges & Universities, the Society of Hispanic Professional Engineers, the National Hispanic Environmental
Council, and the Hispanic National Bar Association. In addition, under the National Environmental Education Act,
EPA has sponsored development of environmental education curricula and programs in cooperation with local and
state organizations and agencies.
       ,h these education
  O  The Salton Sea in California's Imperial Valley is a major migratory bird flyway. EPA is funding development of
     high school and community college curricula about water pollution and solid waste issues relevant to this
     important ecosystem. Geared to the predominantly Hispanic farmworker population, the program will include
     field trips and job shadowing. Students will monitor water ponding techniques and bioremediation of pollution
     from agricultural runoff. The hope is that this participation will inspire students to pursue environmental man-
     agement careers.

Hispanic EPA employees are serving as role models in
Athens,  Georgia, to a group of Hispanic youth who have
limited English proficiency. EPA presented slides in
Spanish describing the types of scientific fieldwork done
by the Agency and explained the various academic dis-
ciplines involved.

Hispanic EPA employees are also helping students from
the Clarke County High School system, which has a
large Hispanic enrollment, clean up a stream that feeds
the Oconee River near Athens, Georgia, and runs
through a local park.

In cooperation with Region 3's Hispanic Employment
Program, EPA gave presentations to more than 200
Clymer Elementary School students about the dangers of
lead poisoning and the importance of conserving water. At
McClure Elementary School, EPA staff taught students
about recycling, endangered species, lead poisoning, and
wetlands protection. At a Career Day at Stetson Middle
School, EPA provided information about environmental
careers and EPA's mission. Each of the schools is located
in Philadelphia and has a large Hispanic enrollment.

Latina women and youth are learning skills to gain eco-
nomic independence thanks to EPA's grant support of
Mi Casa, a community program  in Denver founded in
1976. In addition to providing general employment and
educational services, Mi Casa stimulates community
involvement and leadership development around specif-
ic environmental issues.

Espanola Valley,  New Mexico, is adjacent to a Superfund
site. Through an EPA grant, 20 teachers are helping to
develop environmental curricula for use in their schools.
The region is predominantly Hispanic and Native American.

EPA has actively participated in the annual United States
Hispanic Leadership Conference.  In 1999, emphasis
focused  on environmental health threats to children.
Forging New Educational
   Since EPA's first National Hispanic Stakeholders
Consultation, the Agency has signed Memorandums of
Understanding with two Hispanic Serving Institutions of
Higher Education:  San Diego State University and the
University of Texas at Brownsville. These memorandums
cover a range of activities focusing on recruitment, cur-
riculum development, and community outreach.
   As part of these agreements, EPA installed Office of
Personnel Management Federal Employment kiosks at
the schools. The kiosks provide a direct link to the
USAJOBS  database  and contain up-to-date information
about employment with the federal government. The
kiosks, accessible by the general public, are valuable
community resources.
   "Every time I'm in our library, I see students using
the kiosk," said Dr. Juliet Garcia, president of
University  of Texas at Brownsville and Texas
Southmost College.  "It is a wonderful feeling knowing
that [our students] have this resource at their dispos-
al. With the help of EPA, our students are in position
to take full advantage of their education by accessing
job opportunities at  local and national levels."
   In addition to these individual agreements, EPA joined
the Educational Consortium for Environmental  Protection
in April 2000. This international consortium includes
other federal agencies and Hispanic Serving Institutions
of Higher Education from mainland United States and
Puerto  Rico, as well as universities from Chile and
Mexico. The consortium's faculty will collaborate with EPA
on a variety of projects. The Agency is also establishing a
student mentoring  program with consortium members.


Employment and Professional


                 For more than 28 years, EPA has worked to protect public health and the natural environment.
                 The Agency's workforce has produced results apparent in the food our nation eats, the water
                 we drink, and the air we breathe. These successes confirm the operat-
            ing principle that is central to even greater environmental achievements in
            the future—hiring and supporting talented, involved, and committed pro-
            fessionals who understand the Agency's mission and will help to achieve it.
            This is why the outreach strategy's Employment and Professional
            Advancement  segment is so important to EPA. Maintaining a diverse work-
            force is the best way for the Agency to get its job done.
               Statistics reveal that EPA is making progress in increasing the Hispanic
            component of its workforce, but the need for sustained efforts remains.
            While Hispanic men constituted 4.8 percent of the civilian labor force as of
            March 2000, they made up only 2.1 percent of EPA's overall workforce.
            Hispanic women are better represented, making up 2.4 percent of EPA's
            total workforce compared with 3.3 percent of the civilian labor force.
               Several key initiatives are already underway. The Agency now serves as a
            member of the Industrial  Partnership Council of the Society of Hispanic Professional Engineers and
            offers leadership  in providing educational grants to college and university students. EPA's intern pro-
            gram also offers a vehicle for recruiting entry level staff in a range of occupational groups. While
                                             selections were yet to be made at this strategy's publishing, a
                                             number of superb Hispanic candidates were in the running
                                             for this year's intern class.
                                    Despite these positive developments, Hispanics remain
                                 underrepresented in a significant number of job series in
                                 EPA's workforce and—of particular concern—in EPA's high-
                                 er grade levels. The strategy's Employment and Professional
Advancement portion provides guidance in evaluating EPA's diversity profile and determining how
best to address instances of Hispanic underrepresentation. In no small measure, accomplishing the
Agency's mission depends on continued improvements in these areas.

Goal No. 1:
                      Demonstrate that EPA, as a federal agency deeply involved in addressing
                      issues of critical importance to the Hispanic community, is an employer of
                      choice that is committed to fair and equal employment opportunity.
       Implementation Guidance:

       •   Develop effective outreach strategies ensuring young Hispanic professionals will consider public
           service a viable employment option. Specific activities could include:

              Example 1: Developing a program with local schools that puts students in contact with
                positive role models working in the environmental field.
   Revamping EPA's  National  Recruitment Program
  The National Recruitment Program helps EPA locate and hire the most qualified applicants, a
boost representation of minorities, women, and people with disabilities in the Agency's workforc
accomplished by:
                                                                             nts, as well as
     O  Establishing an Agency network of trained recruiters. To help identify and hire talented and
         diverse candidates, EPA recruiters (supervisors, special emphasis program managers, and human
         resource specialists) are receiving information and materials to supplement their knowledge of the
         Agency's programs and luring needs. Recruitment coordinators are helping them prepare for and par
         ticipate in local and national recruitment events.

     O  Participating in career fairs and major recruiting events. To help EPA become an
         "employer of choice,"  the Agency is reestablishing its piescnce in the competitive recruitment mai
         ket. EPA is designing state-of-the ait recruitment booths and recruitment materials that reflect the
         Agency's varied  and challenging work, as well as its family-friendly work environment.  Recruiters
         will represent EPA at all nationally recognized recruiting events. In some cases, EPA will provide
         keynote speakers or panel participants.
         Strengthening partnerships with communities, high schools, and colleges.
                                                     >s with high
                                                schools with large
                       to students with diverse b

     Example 2: Working with local schools to develop environmental
       curricula or environmental education study materials.
The Office of Human Resources and Organizational Services is cur-
rently leading an effort to modify EPA's National Recruitment Program
(see "Revamping EPA's National Recruitment Program" on page 40).
This action will ensure an effective EPA presence at a wide variety of
recruitment opportunities, including Hispanic-serving conferences and
events. When revamping is complete, specific activities could include:
     Example 1: Coordinating local recruitment efforts with EPA's
       national program and other Agency offices.
     Example 2: Examining how the Student Career Experience
       Program and EPA Professional Intern Program  can be used to
       address recruitment needs more effectively.
Emphasize recruitment of Hispanic applicants for EPA's summer intern program and similar
entry level trainee positions. Specific activities could include:
     Example 1: Developing local recruiting schedules.
     Example 2: Optimizing use of Memorandums  of Understanding with  educational
       institutions and  Hispanic organizations.
     Example 3: Engaging local Hispanic organizations in recruitment efforts.
A "Hispanic Tool Kit" was distributed informing EPA supervisors and managers of available
recruitment tools and hiring authorities that can help them consider Hispanic American appli-
cants. Additional activities could include:
     Example 1: Ensuring managers and supervisors are fully briefed about the  tool kit and
       capable of using the tools to  recruit Hispanic employees.
     Example 2: Individualizing the  tool kit to address the specific needs of particular EPA offices.
     Example 3: Making the tool kit available Agency-wide via the EPA Intranet.

   Mr\   0*  Remove barriers to Hispanic American employee participation in profes-
     ****  ^*  sional development programs.

Implementation Guidance:

•  Ensure criteria for promotions, awards, career development activities, and training are clear and
   widely disseminated. Specific activities could include:
       Example 1: Conducting how-to seminars on career development/advancement and federal
         job application.
       Example 2: Utilizing multiple communications vehicles, including pamphlets, Web site
         postings, and announcements on in-house TV monitors, to ensure awareness of criteria.

•  Review local Diversity Action Plans to ensure equal access to development opportunities. Specific
   activities could include:
       Example 1: Adding specific elements about development to Diversity Action Plans.
       Example 2: Examining Diversity Action Plans to ensure that adequate steps are taken to
         provide equal and fair competition for all positions, including supervisors and managers.
   Mr\   \*  Adopt policies and procedures making EPA managers and supervi-
                 sors accountable for upholding equal employment opportunity and
                 fairness guidelines.

Implementation Guidance:
•  Ensure EPA managers and supervisors are fully aware of equal employment opportunity, diversity
   objectives, and the National Hispanic Outreach Strategy. Specific activities could include:
       Example 1: Considering Hispanic underrepresentation when developing innovative
         approaches to implement the senior executive service accountability model.
       Example 2: Evaluating manager and supervisor performance in using tools authorized by
         the Affirmative Employment Program Plan and Diversity Action Plan.


                  Denver Cleanups Provide On-The-Job Training

   Hispanic community members in Denver are learning valuable employment skills while helping
to clean up their neighborhoods as part of EPA's Superfund Job Training Initiative (SuperJTI).
   SuperJTI is a national grant program EPA designed to provide job training opportunities to people
living in communities affected by Superfund sites, particularly those in disadvantaged neighborhoods.
A Superfund site is an area contaminated by hazardous waste that EPA has designated for cleanup.
From technical skills, such as lead and asbestos abatement, to life skills, such as computer knowledge
and English language, individuals receive needed training to pursue high-paying employment opportu-
nities in environmental remediation. "This approach is successful because it achieves more effective
cleanups and empowers local residents in the process," says Ted Fellman of EPA Region 8, which rep-
resents Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming.
   In Denver,  the SuperJTI effort  encompasses three communities in the northern section
of the city: Elyria, Swansea, and Globesville. In these residential communities, where 72
percent of the  population is Latino, there are several large industrial facilities, four oil
refineries, a coal-generated public utility plant, and multiple Superfund sites. At the begin-
ning of the 1990s, EPA identified  these neighborhoods as one of Colorado's most polluted
areas. This low-income area also has a higher-than-average rate of unemployment.
   Thanks to the SuperJTI  program, local residents have helped clean up some of the
Superfund sites and received 40 hours of OSHA HazMat training they can use at future
jobs. The program combined intensive classroom instruction with hands-on work experi-
ence to provide training to 38 area residents, most of whom were Latino. Programs took
place in September 1998 and April 1999.
   Much of the program's success resulted from establishing effective partnerships within
the community. In Denver, the Colorado People's Economic and Environmental Network
(COPEEN) coordinated,  recruited, and trained residents in conjunction with the Oil, Chemical,
and Atomic Workers Union. Job placement for the trainees is challenging,  but these organizations
have learned from experience that  program publicity is a key to securing future jobs for participants
   For more information on the Denver SuperJTI program, contact EPA Region 8 at 303 312-6119.


               Alternate  Avenues To Federal Employment

here are a number of alternatives for interested candidates to enter federal service besides the
traditional method of appointment through the competitive examining process.
   The Student Educational Employment Program offers students temporary employment, ranging
from summer jobs to year-round jobs with flexible schedules. It also provides positions in work
study (student career experience) programs that can lead to permanent employment after complet-
ing educational and work requirements. The Student Volunteer Program offers students education-
ally related work assignments on a nonpay basis.
                                    The Outstanding Scholar Program offers GS-5 and GS-7
                                 level jobs to college graduates who earn a minimum grade
                                 point average of 3.5 or who are in  the upper 10 percent of a
                                 baccalaureate graduating class  or major university subdivision,
                                 such as the school of business. The EPA (Professional) Intern
                                 Program uses the Outstanding Scholar Program to recruit and
                                 nurture EPA's next generation of leaders through a comprehen-
                                 sive entry level, career development program.
                                    The Presidential Management Intern Program offers stu-
                                 dents who have completed a master's or doctorate-level degree
                                 initial 2-year appointments and the potential for permanent
                                 employment. Students are also chosen through a competitive
                                 nomination and selection process.

   The Bilingual/Bicultural Program offers GS-5
or GS-7 level jobs in occupations where bilingual
and/or bicultural skills are needed.  Qualified appli-
cants must obtain a passing score on an exam and
must possess required levels of oral Spanish-lan-
guage proficiency and/or knowledge of Hispanic
   The Veterans Readjustment Appointment offers
jobs without competition at the GS-11 level or lower
to eligible veterans. Employees are converted to com-
petitive service after 2 years of satisfactory service.
   Returned Peace Corps volunteers have noncom-
petitive eligibility status for federal appointment for 1
year (or up to 3 years in limited circumstances) after
completing their service. Peace Corps employees who
have completed 36  months of satisfactory service
have noncompetitive eligibility for 3 years after end-
ing employment with the Peace Corps.
   Appointing authorities such  as Schedule A, 5
CFR 213.3102(t) or Schedule A, 5  CFR
213.3102(u) offer jobs to qualified people with dis-
abilities. The jobs have the potential of converting to
permanent status after 2 years of satisfactory service.
   Through its Pathways to Opportunities Program,
EPA offers welfare recipients GS-1 level worker
trainee jobs, with promotion opportunities up to the GS-4 level. If candidates meet necessary
requirements, they are converted to  permanent positions after 3 years of satisfactory service.

   For more information, visit  or .
Jose Rivera, left, president of the Society of Hispanic
Professional Engineers (SHPE), and Dave O'Connor, EPA
deputy assistant administrator for Administration and
Resources Management, sign a landmark Memorandum of
Understanding between the organizations at the 2000  SHPE
Annual Training Conference.

Pesticides:  Protecting Farmworkers  And

Their  Families
  An estimated 3.5 million agricultural workers and pesticide handlers in the United States work with pesticides;
2.5 million of these workers are Hispanic. Because this group constitutes such a large percentage of the nation's
agricultural workforce, EPA specifically reaches out to the Spanish-speaking population with information about safe
handling and health risks of pesticides.
  EPA's Worker Protection  Standard was established to reduce  pesticide poisonings and injuries among agricultur-
al workers and pesticide handlers. The standard requires pesticide safety training, notification of pesticide applica-
tions, use of personal protective equipment, restricted entry intervals following pesticide application, decontamina-
  The standard protects a population that is diverse and often highly mobile. Reaching them requires utilizing mul-
tiple languages, channels of information, and organizational networks. For this reason, all public information on the
Worker Protection Standard, in both print and electronic formats, is available in Spanish. EPA continues to exploie
ways of "getting the word out" about the Worker Protection Standard requirements to workers, pesticide handlers,
and their employers. Recent efforts specifically directed at the Hispanic community include the following:
  O  Working with states and industry, EPA developed pesticide safety materials and supported wide-scale train-
      ing in pesticide safety. The Agency supports the National Farm Worker Environmental Education Program,
      which is the nation's largest pesticide safety education program for farmworkers. The program is run by the
      Association of Farm Worker Opportunity Programs in partnership with the AmeriCorps Community Service
      Program. In 1996, more than 45,000 farmworkers in 12 states were trained in pesticide safety.
  O  With the  Hispanic Radio Network, EPA broadcast 10 pesticide safety information programs that reached 120
      market areas nationwide. The Agency also supported development of five noi/e//a-style radio mini-dramas in

    Spanish by the Association of Farm Worker Opportunity Programs. Public service announcements and call-in
    talk shows at two pilot sites were also funded by EPA.
©  EPA sponsored development of a pesticide safety workbook for students to use in English as a Second
    Language courses. Created by the Association of Farm Worker Opportunity Programs, the course explains
    basic pesticide hazards and safe practices.
©  EPA and the National Institute for Occupational Safety and Health are funding the Sentinel Event Notification
    System for  Occupational Risk (SENSOR), which focuses on states with high Hispanic populations (California,
    Florida, New York, and Texas). SENSOR'S goal is to identify, classify, report, and construct databases of pes-
    ticides-related illnesses and injuries.
©  In New Jersey, EPA is conducting a pilot project with Rutgers
    University, the Farm Workers Support Committee, the New Jersey
    Department of Environmental Protection, and the New Jersey
    Department of Agriculture Cooperative Extension Service. The program
    evaluates the health and environmental impacts of pesticides on farm-
    workers and their families, most of whom are Hispanic.
O  In Payette, Idaho, Hispanic migrant and seasonal farmworkers and
    their families will receive education about environmental and human
    health threats through the Valley Family Health Care project. This EPA-
    funded outreach effort will cover topics such as contaminated drinking
    water and the improper disposal of chemicals and sewage.
©  The Spanish-Speaking Indian Council in Monterey, California, is using
    an EPA grant to educate teachers and parents about pesticide use in
    the workplace. The community's leading  industries (tourism and agri-
    culture) are significant users of pesticides and primarily employ Spanish-speaking individuals.
©  Hispanic fieldworkers in the Minneapolis  area will receive education about health threats associated with
    exposure to agricultural chemicals and other occupational hazards. An EPA grant to the Clean Water Fund
    will provide training to migrant health and legal providers about workplace and home safety issues faced by
    the community's Hispanic farmworkers.

©  The Clean Water Fund, with EPA assistance, is developing a bilingual training and educational outreach pro-
    gram specifically for North Dakota's Hispanic farmworker population. The program is designed to prevent
    pesticides exposure and  other occupational hazards.

EPA  National  Hispanic Stakeholder
Consultation  Participants
Alianza Ecologista del Bravo
Contact. Richard Boren, Executive Director
   520 294-0089

California Center for Border and Regional
   Economic Studies
Contact. Kimberly Collins, Director

Center for the Advancement of Hispanics
   in Science and Engineering Education
Contact. Michael Herrera, Program
   202 994-6529

Contact. Fernando Arroyo, President
   703 750-4000

Hispanic Association of Colleges
   & Universities
Contact. Gumecindo Salas, Ph.D., Vice
   President of Government Relations
   210 692-3805

International Boundary and
   Water Commission
Contact. John Bernal, U.S. Commissioner
   915 832-4101

Las Americas Avenue Development Corp.
Contact. Hector Rodriguez, Executive
   202 265-9561

National Alliance for Hispanic Health
Contact. Adolf Falcon, Vice President
   202 797-4341
   www.hispanicheal th.org
National Association for Bilingual
Contact. Dr. Josefina Tinajero, President

National Caucus of Hispanic School
  Board Members
Contact. Harry Garewal, President
  602 256-3262

National Hispanic Environmental Council
Contact. Roger Rivera, President
  703 922-3429

National Image, Inc.
Contact. Alberto Rocha, Chairman

National Latino Children's Institute
Contact. Rebeca Barrera, President

National Organization for Mexican
  American Rights
Contacts: Dan Solis, Chairman of the Board;
  Marlow Martinez, Vice President

People Organizing to  Demand
  Environmental and Economic Rights
Contact. Antonio Diaz, Project Director

Puerto Rican Legal Defense &
  Education Fund
Contact. Foster Maer, Senior Counsel
Serf-Reliance Foundation
Contact. Maite Arce, Deputy Director
  202 547-7447

SER Jobs For Progress, Inc.
Contact. Sal Martinez, Vice President
  760 754-6500

Society of Hispanic Professional
  Engineers, Inc.
Contact. Jose Rivera, President
  323 725-3970

Southwest Center For Environmental
  Research & Policy
Contact. Noelle Jue, Program Coordinator
  619 594-0856

TIYM Publishing Company, Inc.
Contact. Angela Zavala, President
  703 734-1632
  www. tiy m .com

The Tomas Rivera Policy Institute
Contact. Dr. Waldo Lopez-Aqueres,
  Director of Economic Policy Research
  909 621-8897

                                 M Protocioti Agmy
 Grants and
Employment ]
 Involvement ;
                         Notionof Hispanic Ou
Welcome to the Environmental Protection Agency's National Hispanic Outreach Strategy home page.
This Web site is part of EPA efforts to strengthen its relationship with Hispanic Americans and better
serve the nation's growing Latino community. The National Hispanic Outreach Strategy sets forth a
comprehensive and detailed approach to promoting greater access to economic and empbyment
opportunities with the Agency, increasing EPA support for Hispanic Serving Institutions or Initiatives,
facilitating access to environmental information, and improving the delivery of programs and services
of particular importance to the Hispanic community.
                            See the National Hispanic Outreach Strategy's Web site at
                                                                    Cover painting:
                                                                    Diego Rivera, Motherhood, 1954,
                                                                    oil on canvas, Sotheby's, New York