Dr. Torres is interested in developing a research agenda that informs practice and public policy to improve the educational outcomes of Latin@ students, and Latino males in particular. As a subsequent project to her dissertation, she is interested in exploring the academic engagement and expectations of Latin@ students using a variety of datasets such as the High School Longitudinal Study (HSLS:09), NELS:88, and ELS:2002. As a fellow for the Emerging Scholars Interdisciplinary Network (ESIN) at the University of Michigan, Dr. Torres completed an initial analysis of the HSLS:09 data. The dataset provides an opportunity to better understand the educational experiences of Latino male students nationwide through an exploration of school climate, academic engagement (i.e. behavioral and relational), motivation, and school networks. Also, HSLS:09 has data on the national origin, race, and nativity of Latino males that are participating in the survey. Much of the educational data that is available on Latino students is not disaggregated by race and ethnicity. Latinos are an extraordinarily diverse group comprised of individuals from a variety of countries, racial and ethnic backgrounds, and immigrant status/nativity, and these variations result in significantly different Latino educational experiences. The ability to disaggregate the data by these constructs allows for an exploration of important group differences in educational experiences.