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.
The Community College Role in Access and Success for all Students by Thomas B...EduSkills OECD
This presentation was given by Thomas Bailey of the Community College Research Center, Teachers College, Columbia 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.
The document provides an overview of the U.S. higher education system, including its size, governance, funding sources, and degree programs. It notes that the system includes over 4,500 public, private non-profit, and for-profit institutions enrolling nearly 20 million students. The system is facing pressures like decreased state funding, rising tuition costs, and changing student demographics. It suggests innovation is needed, such as new learning models, credentials, and partnerships between education and employers.
Research Policy & Evaluation: Checking Assumptions to Accomplish Collaborativ...Marissa Lowman
This document summarizes a presentation on checking assumptions for collaborative program evaluation. It discusses how summer learning loss can negatively impact students' academic skills, health, access to meals, and technology knowledge. It then provides details about two summer programs in Baltimore and Hawaii, including their goals, participants served, funding sources, and activities. The presentation stresses the importance of understanding a program's context, implementation, fidelity, quality, and impact when evaluating it. It also discusses partnering with evaluators and considering both assessment/validation and collaborative stakeholder approaches.
Preparing for the Future: Aligning Institutional Strategic Planning with Emer...DrEducation
The confluence of cost pressures, demographic shifts, and technological forces is shaping the context of global higher education. In this interactive session, senior international officers at diverse institutions share their perspectives on how they are preparing for the future and aligning their strategic plans with the emerging trends.
Learning Objectives:
Explore the importance of long-range strategic planning despite pressures for short-term results.
Recognize key global issues and trends that influence strategic plans.
Identify good practices and diverse approaches of infusing global trends in developing strategic plans.
Chair : Rahul Choudaha, PhD
Principal Researcher & CEO
DrEducation, LLC
Presenter(s)
Joe Chicharo, PhD
Deputy Vice-Chancellor (Academic)
University of Wollongong
K. Jimmy Hsia, PhD
Vice Provost for International Programs and Strategy
Carnegie Mellon University
Cheryl Matherly, EdD
Vice President/Vice Provost International Affairs
Lehigh University
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
The document discusses the rising costs of higher education for students and families. It notes that open educational resources (OER) can help reduce costs by providing free or low-cost textbooks and course materials. The document provides several examples and data points showing that the use of OER is associated with improved student outcomes like higher pass rates and decreased withdrawal rates. It estimates that the widespread adoption of OER could save colleges and universities millions of dollars each year and help make higher education more affordable and accessible.
The document discusses developmental education and college readiness in Massachusetts. It notes that while K-12 achievement is high, not all students graduate high school ready for college. Enrollment in developmental education courses is especially high for certain student populations. Data shows developmental education students have lower graduation rates than those who do not require developmental courses, though students who complete developmental requirements do see higher graduation rates. The document proposes recommendations like transforming developmental education, collecting student data, and supporting best practices to improve outcomes.
This document discusses the increasing demand for credit earned through nontraditional courses and learning programs. It notes that the number of non-traditional students is growing, students are more mobile between institutions, and trends in higher education supply and demand are putting pressure on completion rates. As a result, there is demand for alternative credit options like exams, portfolios, online courses, and internships to help students complete their credentials more quickly and at a lower cost. The benefits and challenges of different alternative credit programs are reviewed. Institutions must evaluate which options fit their mission and priorities while considering student experience, outcomes, and quality.
The Community College Role in Access and Success for all Students by Thomas B...EduSkills OECD
This presentation was given by Thomas Bailey of the Community College Research Center, Teachers College, Columbia 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.
The document provides an overview of the U.S. higher education system, including its size, governance, funding sources, and degree programs. It notes that the system includes over 4,500 public, private non-profit, and for-profit institutions enrolling nearly 20 million students. The system is facing pressures like decreased state funding, rising tuition costs, and changing student demographics. It suggests innovation is needed, such as new learning models, credentials, and partnerships between education and employers.
Research Policy & Evaluation: Checking Assumptions to Accomplish Collaborativ...Marissa Lowman
This document summarizes a presentation on checking assumptions for collaborative program evaluation. It discusses how summer learning loss can negatively impact students' academic skills, health, access to meals, and technology knowledge. It then provides details about two summer programs in Baltimore and Hawaii, including their goals, participants served, funding sources, and activities. The presentation stresses the importance of understanding a program's context, implementation, fidelity, quality, and impact when evaluating it. It also discusses partnering with evaluators and considering both assessment/validation and collaborative stakeholder approaches.
Preparing for the Future: Aligning Institutional Strategic Planning with Emer...DrEducation
The confluence of cost pressures, demographic shifts, and technological forces is shaping the context of global higher education. In this interactive session, senior international officers at diverse institutions share their perspectives on how they are preparing for the future and aligning their strategic plans with the emerging trends.
Learning Objectives:
Explore the importance of long-range strategic planning despite pressures for short-term results.
Recognize key global issues and trends that influence strategic plans.
Identify good practices and diverse approaches of infusing global trends in developing strategic plans.
Chair : Rahul Choudaha, PhD
Principal Researcher & CEO
DrEducation, LLC
Presenter(s)
Joe Chicharo, PhD
Deputy Vice-Chancellor (Academic)
University of Wollongong
K. Jimmy Hsia, PhD
Vice Provost for International Programs and Strategy
Carnegie Mellon University
Cheryl Matherly, EdD
Vice President/Vice Provost International Affairs
Lehigh University
The Vision Project is the strategic initiative through which the Massachusetts Public Higher Education System as come together to focus on producing the best-educated citizenry and workforce in the nation by achieving national leadership on seven key outcomes, including "College Participation," meaning the college readiness and college-going rates of the state's high school graduates. This presentation gives a preview of data showing where Massachusetts stands in college participation at the outset of the Vision Project and provides an overview of the people, projects, and deliverables involved in this outcome. More information at www.mass.edu/visionproject. Original presentation date: December 7, 2010
The document discusses the rising costs of higher education for students and families. It notes that open educational resources (OER) can help reduce costs by providing free or low-cost textbooks and course materials. The document provides several examples and data points showing that the use of OER is associated with improved student outcomes like higher pass rates and decreased withdrawal rates. It estimates that the widespread adoption of OER could save colleges and universities millions of dollars each year and help make higher education more affordable and accessible.
The document discusses developmental education and college readiness in Massachusetts. It notes that while K-12 achievement is high, not all students graduate high school ready for college. Enrollment in developmental education courses is especially high for certain student populations. Data shows developmental education students have lower graduation rates than those who do not require developmental courses, though students who complete developmental requirements do see higher graduation rates. The document proposes recommendations like transforming developmental education, collecting student data, and supporting best practices to improve outcomes.
This document discusses the increasing demand for credit earned through nontraditional courses and learning programs. It notes that the number of non-traditional students is growing, students are more mobile between institutions, and trends in higher education supply and demand are putting pressure on completion rates. As a result, there is demand for alternative credit options like exams, portfolios, online courses, and internships to help students complete their credentials more quickly and at a lower cost. The benefits and challenges of different alternative credit programs are reviewed. Institutions must evaluate which options fit their mission and priorities while considering student experience, outcomes, and quality.
A photovoice presentation by Olivia Andringa, Sam Larsen and Becca Smith. Uploaded here to host on https://blogs.uw.edu/rmhersh for educational purposes.
High School Individual Learning Plans (ILPs) Hobsons
This document summarizes a study on individual learning plans (ILPs) conducted by the National Association for College Admission Counseling in collaboration with Hobsons. The study found that around half of surveyed high schools used ILPs, which are personalized plans developed by students and staff to set academic and career goals. The study also examined state policies around ILPs, how they are implemented in schools, and counselors' views on their effectiveness in improving student outcomes. Key findings included variability in training, resources and use of ILPs across states and schools.
Demographics of Latinos in higher education as well as information about undocumented students. Strategies to recruit and retain Latino students in higher education. Information from the Pew Hispanic Center.
Presentation covers topics of Latino/as in higher education. Focus is on community college, four-year institutions, and graduate school. Talks about enrollment and retention strategies.
The document summarizes a study examining social class and ethnic composition of entrants to higher education in the UK between 1996-2010. Some key findings were that the number of entrants rose substantially over this period across the four countries, and the proportion of entrants from intermediate and working-class backgrounds rose slightly in England and Wales. The study also found that success rates for admission to higher education were higher for applicants from professional/managerial classes and white ethnic backgrounds compared to intermediate/working classes and visible ethnic minorities. However, the authors note that this does not necessarily reflect unfairness if differences were due to qualifications.
The upcoming release of $200 million dollar in block grants for college and career readiness by the California Department of Education signals a growing focus on preparing California students for life after high school and long-term success. Join a panel of educators and experts for a timely Webinar to better understand the opportunities and the implications of the grants
Educating Youth in Short-Term DetentionTanya Paperny
Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. The majority of these confined youth are there for nonviolent offenses, including technical violations, such as failing to complete treatment or violating probation. Even youth awaiting foster care placement can be placed in a detention center. Over the course of a year, we estimate between 90,000 and 170,000 youth spend at least one day in a short-term detention center, and over 40% are detained for more than a month.
While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population.
In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face. They are commonly unenrolled from their home school once they are arrested, and while detained, youth often do not receive coursework aligned with their needs, nor do they receive credit for the work they complete. Moreover, once they’re released, youth face significant challenges reenrolling in school, so even a brief period in confinement can severely disrupt a youth’s education.
Missouri ACT Identified Keys to Enrollment SuccessStephaneGeyer
This document summarizes a presentation on enrollment management best practices. It discusses how the field of enrollment management has evolved from primarily focusing on admissions to taking a more comprehensive, data-driven approach. It identifies some of the key components of modern enrollment management systems and strategic planning. It also provides data on the most effective recruitment and retention practices according to different institutional types. Finally, it emphasizes the importance of taking a campus-wide, strategic approach to enrollment management.
The document provides an overview of the Utah System of Higher Education (USHE). It summarizes that USHE includes 2 research universities, 4 regional universities, and 2 community colleges. It notes that 8 out of 10 Utah high school graduates attend a USHE institution. USHE awarded over 32,000 degrees and certificates in 2014-2015. It also discusses various partnership initiatives between USHE and K-12 to help students prepare for and succeed in college.
International and EU Students: Initial Insights from the International Studen...Hobsons
This document summarizes key findings from the 2017 International Student Survey (ISS), the largest survey of pre-enrolled international students. It shows that most international students are influenced by friends or family who have studied abroad. They prefer to communicate with universities using WhatsApp and want excellent teaching over rankings. While many consider the US, Canada and Australia as alternatives to the UK, the 2017 ISS report will provide more details on country preferences and how policies like Trump's travel ban impact student decisions.
This document provides the agenda and background materials for a statewide conference titled "Vision Project 'Big Three' Conference" being held on February 27, 2015. The conference will focus on advancing knowledge around strategies to increase college completion rates, close achievement gaps, and boost college participation among underserved groups. Campus delegations from various Massachusetts public colleges will participate in working sessions in the morning and afternoon focused on these three topics. They will discuss effective strategies currently being implemented and ways the Department of Higher Education can provide support moving forward.
The document summarizes the outcomes of a NASFAA task force examining the lack of graduate student data. The task force made several recommendations, including enhancing NSLDS reporting capabilities to provide program-level graduate data, creating a graduate student shopping sheet, refining CIP codes, conducting additional consumer testing for graduate students, training the graduate community on using NPSAS outcomes, having NPSAS partner with graduate financial aid offices, and increasing the population of graduate students surveyed in NPSAS. The presentation also provided an overview of NPSAS and its graduate student data as well as recommendations for how NCES can improve graduate student data collection and use.
The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
The Council of Independent College's new fact sheet, “Private Colleges and STEM: Myths and Facts,” contains new research to set the record straight by countering myths and providing facts about the success of small, private colleges in preparing STEM majors for careers and graduate study.
The Council of Independent College's new fact sheet, “Student Debt: Myths and Facts,” contains new research to set the record straight by countering myths and providing facts about student debt.
Focus on Student Engagement: Individual Learning PlansHobsons
Learn all there is to know about Individual Learning Plans, including state policies, best practices, implementation, data collection and a detailed analysis on improving current student outcomes and policies.
Todd Bloom
Hobsons
Chief Academic Officer
@Todd_Bloom
Jim Bierma
College Readiness Consortium, University of Minnesota
Program Director
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Building a Retention Program for First Generation College Students - 2015 NOD...Julia A. Martinez
This document outlines California Polytechnic State University's efforts to build a retention program for first generation college students. It discusses the university's Student Academic Services department which oversees transition and retention plans. The department serves over 4,000 students, many of whom are low-income, first generation or underrepresented minorities. The department uses research and best practices to implement programs that support academic success, sense of community, targeted interventions and other themes. Assessment results show retention rates are higher for participants in the academic support programs than for control groups.
EU branch campuses and other insights from the 2017 International Student SurveyHobsons
1) The document discusses findings from the 2017 International Student Survey (ISS), the largest survey of international students, regarding their preferences and considerations when choosing a country and university to study abroad.
2) Key findings include that 76% of respondents had friends or family who studied abroad whose experiences influenced the respondent's choices, and 40% preferred to communicate with universities using WhatsApp.
3) The survey also found that 76% of EU students interested in the UK would be likely to study at a branch campus of a UK university located in the EU rather than the UK. Popular locations for such a campus included London, Berlin, and Paris.
This document discusses first-generation college students through multiple sections. It defines a first-generation student as someone whose parents did not attend college. It also notes that Hispanics are currently the most likely ethnic group to be first-generation. The document discusses how first-generation students may face less support and understanding from their families due to lack of college experience. It also explores financial challenges first-generation students face like working more and having less time to study. The document concludes by discussing programs universities have implemented to help support retention and graduation of first-generation students.
Offa – Office for Fair Access by Les Ebdon (Fair Access to Higher Education)EduSkills OECD
This presentation was given by Les Ebdon, Director of Fair Access to Higher Education 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.
Providing Opportunities for Post-Secondary Education Among Under-Represented ...EduSkills OECD
The document summarizes research on the College Ambition Program (CAP), an intervention to increase post-secondary enrollment among underrepresented groups. CAP provides tutoring, mentoring, course advising, financial aid planning, and college visits at high schools. Analysis of CAP participants found higher college enrollment and STEM interest compared to non-participants. The research design uses treatment and matched control schools, showing increases in 2-year and 4-year college enrollment over time with CAP expansion. The program highlights the importance of personal interactions for changing student behaviors and plans regarding college.
A photovoice presentation by Olivia Andringa, Sam Larsen and Becca Smith. Uploaded here to host on https://blogs.uw.edu/rmhersh for educational purposes.
High School Individual Learning Plans (ILPs) Hobsons
This document summarizes a study on individual learning plans (ILPs) conducted by the National Association for College Admission Counseling in collaboration with Hobsons. The study found that around half of surveyed high schools used ILPs, which are personalized plans developed by students and staff to set academic and career goals. The study also examined state policies around ILPs, how they are implemented in schools, and counselors' views on their effectiveness in improving student outcomes. Key findings included variability in training, resources and use of ILPs across states and schools.
Demographics of Latinos in higher education as well as information about undocumented students. Strategies to recruit and retain Latino students in higher education. Information from the Pew Hispanic Center.
Presentation covers topics of Latino/as in higher education. Focus is on community college, four-year institutions, and graduate school. Talks about enrollment and retention strategies.
The document summarizes a study examining social class and ethnic composition of entrants to higher education in the UK between 1996-2010. Some key findings were that the number of entrants rose substantially over this period across the four countries, and the proportion of entrants from intermediate and working-class backgrounds rose slightly in England and Wales. The study also found that success rates for admission to higher education were higher for applicants from professional/managerial classes and white ethnic backgrounds compared to intermediate/working classes and visible ethnic minorities. However, the authors note that this does not necessarily reflect unfairness if differences were due to qualifications.
The upcoming release of $200 million dollar in block grants for college and career readiness by the California Department of Education signals a growing focus on preparing California students for life after high school and long-term success. Join a panel of educators and experts for a timely Webinar to better understand the opportunities and the implications of the grants
Educating Youth in Short-Term DetentionTanya Paperny
Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. The majority of these confined youth are there for nonviolent offenses, including technical violations, such as failing to complete treatment or violating probation. Even youth awaiting foster care placement can be placed in a detention center. Over the course of a year, we estimate between 90,000 and 170,000 youth spend at least one day in a short-term detention center, and over 40% are detained for more than a month.
While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population.
In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face. They are commonly unenrolled from their home school once they are arrested, and while detained, youth often do not receive coursework aligned with their needs, nor do they receive credit for the work they complete. Moreover, once they’re released, youth face significant challenges reenrolling in school, so even a brief period in confinement can severely disrupt a youth’s education.
Missouri ACT Identified Keys to Enrollment SuccessStephaneGeyer
This document summarizes a presentation on enrollment management best practices. It discusses how the field of enrollment management has evolved from primarily focusing on admissions to taking a more comprehensive, data-driven approach. It identifies some of the key components of modern enrollment management systems and strategic planning. It also provides data on the most effective recruitment and retention practices according to different institutional types. Finally, it emphasizes the importance of taking a campus-wide, strategic approach to enrollment management.
The document provides an overview of the Utah System of Higher Education (USHE). It summarizes that USHE includes 2 research universities, 4 regional universities, and 2 community colleges. It notes that 8 out of 10 Utah high school graduates attend a USHE institution. USHE awarded over 32,000 degrees and certificates in 2014-2015. It also discusses various partnership initiatives between USHE and K-12 to help students prepare for and succeed in college.
International and EU Students: Initial Insights from the International Studen...Hobsons
This document summarizes key findings from the 2017 International Student Survey (ISS), the largest survey of pre-enrolled international students. It shows that most international students are influenced by friends or family who have studied abroad. They prefer to communicate with universities using WhatsApp and want excellent teaching over rankings. While many consider the US, Canada and Australia as alternatives to the UK, the 2017 ISS report will provide more details on country preferences and how policies like Trump's travel ban impact student decisions.
This document provides the agenda and background materials for a statewide conference titled "Vision Project 'Big Three' Conference" being held on February 27, 2015. The conference will focus on advancing knowledge around strategies to increase college completion rates, close achievement gaps, and boost college participation among underserved groups. Campus delegations from various Massachusetts public colleges will participate in working sessions in the morning and afternoon focused on these three topics. They will discuss effective strategies currently being implemented and ways the Department of Higher Education can provide support moving forward.
The document summarizes the outcomes of a NASFAA task force examining the lack of graduate student data. The task force made several recommendations, including enhancing NSLDS reporting capabilities to provide program-level graduate data, creating a graduate student shopping sheet, refining CIP codes, conducting additional consumer testing for graduate students, training the graduate community on using NPSAS outcomes, having NPSAS partner with graduate financial aid offices, and increasing the population of graduate students surveyed in NPSAS. The presentation also provided an overview of NPSAS and its graduate student data as well as recommendations for how NCES can improve graduate student data collection and use.
The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
The Council of Independent College's new fact sheet, “Private Colleges and STEM: Myths and Facts,” contains new research to set the record straight by countering myths and providing facts about the success of small, private colleges in preparing STEM majors for careers and graduate study.
The Council of Independent College's new fact sheet, “Student Debt: Myths and Facts,” contains new research to set the record straight by countering myths and providing facts about student debt.
Focus on Student Engagement: Individual Learning PlansHobsons
Learn all there is to know about Individual Learning Plans, including state policies, best practices, implementation, data collection and a detailed analysis on improving current student outcomes and policies.
Todd Bloom
Hobsons
Chief Academic Officer
@Todd_Bloom
Jim Bierma
College Readiness Consortium, University of Minnesota
Program Director
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Building a Retention Program for First Generation College Students - 2015 NOD...Julia A. Martinez
This document outlines California Polytechnic State University's efforts to build a retention program for first generation college students. It discusses the university's Student Academic Services department which oversees transition and retention plans. The department serves over 4,000 students, many of whom are low-income, first generation or underrepresented minorities. The department uses research and best practices to implement programs that support academic success, sense of community, targeted interventions and other themes. Assessment results show retention rates are higher for participants in the academic support programs than for control groups.
EU branch campuses and other insights from the 2017 International Student SurveyHobsons
1) The document discusses findings from the 2017 International Student Survey (ISS), the largest survey of international students, regarding their preferences and considerations when choosing a country and university to study abroad.
2) Key findings include that 76% of respondents had friends or family who studied abroad whose experiences influenced the respondent's choices, and 40% preferred to communicate with universities using WhatsApp.
3) The survey also found that 76% of EU students interested in the UK would be likely to study at a branch campus of a UK university located in the EU rather than the UK. Popular locations for such a campus included London, Berlin, and Paris.
This document discusses first-generation college students through multiple sections. It defines a first-generation student as someone whose parents did not attend college. It also notes that Hispanics are currently the most likely ethnic group to be first-generation. The document discusses how first-generation students may face less support and understanding from their families due to lack of college experience. It also explores financial challenges first-generation students face like working more and having less time to study. The document concludes by discussing programs universities have implemented to help support retention and graduation of first-generation students.
Offa – Office for Fair Access by Les Ebdon (Fair Access to Higher Education)EduSkills OECD
This presentation was given by Les Ebdon, Director of Fair Access to Higher Education 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.
Providing Opportunities for Post-Secondary Education Among Under-Represented ...EduSkills OECD
The document summarizes research on the College Ambition Program (CAP), an intervention to increase post-secondary enrollment among underrepresented groups. CAP provides tutoring, mentoring, course advising, financial aid planning, and college visits at high schools. Analysis of CAP participants found higher college enrollment and STEM interest compared to non-participants. The research design uses treatment and matched control schools, showing increases in 2-year and 4-year college enrollment over time with CAP expansion. The program highlights the importance of personal interactions for changing student behaviors and plans regarding college.
Inclusive Innovation for Admission to Higher Education by Nicolas Jonas (OECD)EduSkills OECD
This presentation was given by Nicolas Jonas of the OECD 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.
Open & Distance Learning Reflections on Trends by Richard Garrett (OBHE)EduSkills OECD
This presentation was given by Richard Garrett of the Observatory on Borderless Higher Education (OBHE) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Open Higher Education for Refugees by Florian Rampelt (kiron)EduSkills OECD
This document summarizes an organization called Kiron that provides higher education opportunities for refugees. Kiron overcomes major barriers to education for refugees by offering online courses through partnerships with leading MOOC platforms and universities. Students can study remotely for the first one or two years to complete up to 60 credits through Kiron's modularized curriculum. They can then transfer to complete their remaining studies on campus at a partner university. Kiron aims to scale its educational model globally to help address the large challenge of integrating refugees through education.
Open enrollments Opportunities and difficulties of community colleges and ope...EduSkills OECD
This presentation was given by Thomas Bailey of Community College Research Center (CCRC) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
The Future of Tertiary Education in the Digital Era by Jamil SalmiEduSkills OECD
This presentation was given by Jamil Salmi at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
42 - A digital transformation in education by Olivier Crouzet (42 France)EduSkills OECD
This presentation was given by Olivier Crouzet of 42 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
The implications of MOOCs, OERs and other forms of informal learning on tradi...EduSkills OECD
This presentation was given by Francisco Marmolejo (Tertiary Education Global Coordinator The World Bank) to present the work of group 4 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Opening up Education: a Support Framework for Higher Education Institutions b...EduSkills OECD
This presentation was given by the Joint Research Centre – the European Commission’s in-house science service at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Vocational Education: A Backbone for the Development of Chile by Gonzalo Varg...EduSkills OECD
This presentation was given by Gonzalo Vargas of the Council of Accredited Professional Institutes and Technical Education Centers) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This document summarizes a presentation about the future of skills and global education given by Pavel Luksha. It discusses:
- Global Education Futures, a platform bringing together 500+ experts to discuss future skills and education.
- Key drivers of change like automation, digitalization, and sustainability that are transforming the global socio-economic model.
- How the job market is predicted to shift dramatically in the next 15-20 years, with most jobs being in customized, personalized services and manufacturing.
- Important future skills like problem solving, collaboration, lifelong learning, and "complexity skills" for navigating dynamic systems.
- A transition to learner-centered, lifelong education enabled by new educational
This presentation was given by Anant Agarwal at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
New business models for competency-based higher education - The opportunities...EduSkills OECD
This presentation was given by Pedro J. Lara (Universidad Europea – Laureate International Universities) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
This presentation was given by Group 3 at the international seminar “Opening higher education: what the future might bring” 8-9 December 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Trends Shaping Education 2016 provides an overview of key economic, social, demographic and technological trends and raises pertinent questions about their potential impact on education. This compilation makes use of a variety of robust international sources of data, including the OECD, the World Bank and the United Nations.
Open Distance Education in China: Trends and Developments by Haixia Xu (Chine...EduSkills OECD
This presentation was given by Haixia Xu of the National Center for Education Development Research - Chinese Ministry of Education at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
This document outlines Robert M. Branch's dissertation defense on initiatives to recruit and retain Hispanic teachers in Texas schools. The dissertation used a mixed-methods approach including quantitative analysis of student achievement data and qualitative surveys and interviews. Key findings include: 1) increases in Hispanic student populations outpaced increases in Hispanic teachers; 2) higher percentages of Hispanic teachers correlated with higher Hispanic student passage rates on standardized tests in some years; and 3) mentoring programs and competitive compensation were viewed as effective retention strategies by administrators.
Get out!!! black male suspensions in california public schools #BMIUCLA #SDSUGary Clarke
This report is a joint publication of the Black Minds Project (an initiative of the Community College Equity Assessment Lab (CCEAL) at San Diego State University (SDSU) and the Black Male Institute at the University of California, Los-Angeles (UCLA). In this report, we present analyses of publicly available statewide data on the suspension of Black males in California’s public schools.
The statewide suspension rate for Black males is 3.6 times
greater than that of the statewide rate for all students. Specifically, while 3.6% of all students were suspended in 2016-2017, the
suspension rate for Black boys and young men was 12.8%.
• Since 2011-2012, the suspension rates of Black males in California
has declined from 17.8% to 12.8%.
• The highest suspension disparity by grade level occurs in early
childhood education (Grades K through 3) where Black boys are
5.6 times more likely to be suspended than the state average.
• Black male students who are classified as “foster youth” are
suspended at noticeably high rates, at 27.4%. Across all analyses,
Black males who were foster youth in seventh and eighth grade
represented the subgroup that had the highest percentage of
Black male suspensions, at 41.0%.
• The highest total suspensions occurred in large urban counties,
such as Los Angeles County, Sacramento County, San
Bernardino County, Riverside County, and Contra Costa County.
In fact, these five counties alone account for 61% of Black
male suspensions.
• The highest suspension rates for Black males occur in rural
counties that have smaller Black male enrollments. In 2016-2017,Glenn County led the state in Black male suspensions at 42.9%.
• Other Counties with high suspension rates included Amador
County, Colusa County, Del Norte County, and Tehama County.
San Joaquin county has especially high suspension patterns.
In the past 5 years, they have reported suspension rates
at 20% or above. Four counties have reported similarly high
suspension patterns across the past 4 of 5 years, they include:
Modoc County, Butte County, Merced County, and Yuba County.
• A number of districts have large numbers of Black boys
and young men who were suspended at least once. Some
of these districts included Sacramento City Unified (n = 887),
Los Angeles Unified (n = 849), Elk Grove Unified (n = 745), Fresno
Unified (n = 729) and Oakland Unified (n = 711).
• There are 10 school districts in the state with suspension rates
above 30%. Of these, the highest suspension rates are reported
at Bayshore Elementary (San Mateo County, at 50%), Oroville
Union High (Butte County, at 45.2%), and the California School for
the Deaf-Fremont (Alameda County, at 43.8%).
• There are 88 school districts in the state of California that have
suspension rates for Black males that are below the state
average. These schools vary in size, urbanicity, and region.
#BMIUCLA
Michelle Annette Cloud, PhD Dissertation Defense, Dr. William Allan Kritsonis...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Michelle Annette Cloud, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Bridging the Achievement Gap - The Need for Change in American Public EducationChristin Siller
The document summarizes research showing significant achievement gaps in the United States between white and Asian students compared to black, Latino, and low-income students. It finds that minority and low-income students on average perform worse on standardized tests, graduate from high school at lower rates, and are less likely to attend and complete college. This achievement gap has negative economic consequences and persists despite spending more per student than other high-performing countries. The quality and effectiveness of teachers is identified as the most important school-based factor for student outcomes.
Dr. Elias Alex Torrez, Dissertation PPt. - The Impact of Smaller Learning Com...William Kritsonis
This dissertation examines the impact of smaller learning communities (SLCs) on closing achievement gaps among student populations in Texas high schools. It contains 3 research questions comparing student achievement, attendance, and completion rates between career-themed SLC schools and traditional high schools. Statistical analysis found some significant differences in achievement but no differences in attendance or completion rates. The recommendations include supporting SLC designs for 7-10 years, using data to guide professional development, and conducting further research comparing different SLC types and multiple years of data.
This document discusses Hispanic male retention at 2-year colleges. It notes that only 18% of Hispanic males have an associate degree or higher, despite 54.4% attending 2-year colleges. Hispanic males have among the lowest graduation rates and are the least degree-earning demographic. The document examines pre-college variables, demographic factors, and environmental pull factors that affect retention, and argues that colleges must address the unique challenges facing Hispanic males to improve their educational outcomes.
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
Dr. Patricia J. Larke, Texas A&M Universityy, College Station, Texas and Dr. ...William Kritsonis
This study examined gender performance data on Texas math assessments from 2004-2010. The study found:
1) There were no statistically significant differences between male and female scores overall, but males scored slightly higher on most objectives in 2004.
2) By 2010, scores between males and females were more equivalent across objectives.
3) Further analysis of differences by objective could help improve math achievement for all students.
The document discusses issues with the US education system based on data from various sources. It shows disparities in graduation rates, performance on standardized tests, and career outcomes between racial groups and income levels. It argues that schools need to provide more rigorous academics, especially in math and science, and alternative learning models to better prepare students for college and careers in a global economy.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Dr. William Allan Kritsonis, Dissertation Chair - Robert Marcel Branch, PhD P...William Kritsonis
This dissertation examines Hispanic teacher recruitment and retention initiatives in Texas schools. The author conducted a mixed-methods study analyzing quantitative data from the Texas Education Agency and qualitative data from surveys and interviews. Key findings include: 1) the percentage of Hispanic students increased more than the percentage of Hispanic teachers from 2000-2007; 2) higher percentages of Hispanic teachers were correlated with higher Hispanic student achievement on standardized tests in some years; 3) Hispanic teachers cited altruistic reasons for entering teaching and valued being role models; and 4) mentoring programs and financial incentives were seen as most effective for recruitment and retention. The author recommends strengthening support systems for new Hispanic teachers.
Dr. William Allan Kritsonis, Dissertation Chair for Robert Marcel Branch, Dis...William Kritsonis
This dissertation examines initiatives to recruit and retain Hispanic teachers in Texas schools. The study uses a mixed methods approach, collecting both quantitative and qualitative data. Quantitatively, the study analyzes data from the Texas Education Agency to determine if increases in Hispanic student populations correlate with increases in Hispanic teachers. Qualitatively, the study surveys and interviews Hispanic teachers and administrators.
Key findings include: 1) Hispanic student populations increased more sharply than Hispanic teacher populations from 2000-2007; 2) Higher percentages of Hispanic teachers correlated with higher Hispanic student pass rates on math and English exams in some years; 3) Teachers said enjoying teaching, influencing students, and following role models motivated their career; 4) Respondents said more Hispanic teachers provide role models
Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois
This dissertation by Jennifer T. Butcher examined factors related to job satisfaction and retention of alternatively certified teachers. The study aimed to identify aspects of alternative certification programs that influence whether these teachers remain in the profession. Descriptive statistics were used to analyze demographic data and determine relationships between variables like program structure and teachers' intent to stay in the field. The results could help improve alternative certification and support retaining qualified teachers.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request reform of the state's testing policies.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Andreas Schleicher_OECD-ISSA webinar_Diversity plus Quality, does it equal Eq...EduSkills OECD
This document summarizes key findings from the TALIS Starting Strong 2018 survey on diversity and quality in early childhood education. It finds that socioeconomic gaps in child development emerge early. While early childhood education can help disadvantaged children, quality varies between more and less diverse centers. More diverse centers often face greater shortages and lower parental involvement, though staff may have more diversity training and use adaptive practices. Ensuring resources for diverse centers, reducing diversity concentrations, and supporting family engagement could help reduce inequalities.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Andreas Schleicher - Teach for All 8 February 2024.pptxEduSkills OECD
- PISA 2022 assessed the math performance of nearly 690,000 15-year-old students across 81 countries. It found the average math performance dropped by almost 15 score points across OECD countries since 2018, a larger decline than ever seen before.
- Factors like insufficient education resources, a shortage of qualified teachers, and more time spent on digital devices for leisure rather than learning were linked to lower math scores. However, stronger teacher support during remote learning and feeling prepared for independent learning were associated with higher performance and confidence.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The Racial College Completion Gap by Stella M. Flores (New York University)
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. 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. 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. 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%
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. 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. 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. 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. 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