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The Racial College Completion Gap by Stella M. Flores (New York University)

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This presentation was given by Stella M. Flores of the New York University at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.

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The Racial College Completion Gap by Stella M. Flores (New York University)

  1. 1. The Racial College Completion Gap Stella M. Flores, Ed.D. Associate Professor New York University The data for this study include administrative records from the Texas Education Agency, the Texas Higher Education Coordinating Board, and the Texas Workforce Commission. The conclusions of this research do not necessarily reflect the opinions or official position of the Texas Education Agency, the Texas Higher Education Coordinating Board, the Texas Workforce Commission, or the state of Texas.
  2. 2. The Context • A majority of all new births are now non-White. • A majority of all students in the public schools are now non-White • Latinos make up the largest student populations in some of the largest cities in the nation • Latinos now the largest minority in 2- and 4-year colleges in universities in the U.S.
  3. 3. White 25,875 Latino 9,837 Black 5,139 65.5% 51.4% 43.6% -14.1 -21.9Source: Authors’ calculations of 2002 cohort, Texas Higher Education Coordinating Board, and Texas Education Agency The Racial College Completion Gap at 4-Year Institutions (2002 Cohort in Texas)
  4. 4. Who are these students? (College Enrollees at 4-Year Institutions) Economic Disadvantage White 3.4% Hispanic 48.0% Black 30.7% Academic Preparation (e.g. Trigonometry) White 69.9% Hispanic 60.8% Black 46.8% Percent Minority in High School Context by Race White 32.0% Hispanic 74.3% Black 66.2%
  5. 5. Methodological Approach Variance Decomposition Pr(Yijk=1) = F[α + β(URMijk) + δ(Xijk) + γ(HSjk) + λ(PSk) + εijk] Method previously used to assess wage differences between men and women; by race, and by institutional context
  6. 6. 61% 35% 4% The Racial College-Completion Gap by Sector Variance Decomposition Analysis Pre-College (Ind. + Acad) Postsecondary Unexplained Latino-White Black-White Pre-College Factors: individual background, academic preparation and high school context; Postsecondary Factors: enrollment (size), percent of tenured faculty, faculty-student ratio, and per 60% 34% 6%
  7. 7. 1%* 27% 17% 8% 8% 39% The Pre-College Contribution Story Sex Economic Status Coursework Math Exam Score Dual Enrollee HS Context Latino-White (The 61% Gap) Black-White (The 60% Gap) 4%* 18% 31% 5% 9% 33% Other contributing factors included but not shown in the figures are LEP Status and Working while in High School: Latino-White Gap: LEP Status (0%), Working (0%); Black-White Gap: LEP Status (0%), Working (1%). *Note: “Sex” represents male status, appears to decrease the racial college completion gap, and is a negative value in the model. Source: Authors’ calculations of 2002 cohort, Texas Higher Education Coordinating Board, and Texas Education Agency
  8. 8. Lessons Learned • Understanding the role of race in society and schools • The role of strong data across the P-20 trajectory • The importance of the pre-college sector in the larger college completion equation • The role of state context and capitalizing on unique data systems for larger national impact
  9. 9. Acknowledgements The National Academy of Education and The Spencer Foundation The Bill and Melinda Gates Foundation The Educational Testing Service The Civil Rights Project at UCLA
  10. 10. Contact Information Dr. Stella M. Flores Associate Professor of Higher Education Director of Access and Equity, Steinhardt Institute for Higher Education Policy New York University New York, NY stella.flores@nyu.edu @ProfessorFlores www.stellamflores.com

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