The Table provides the exact percentage on graduation by race for the state and national level. Asians had the highest graduation rate, followed by whites, then Hispanics and Latinos, and ending with Blacks. On the state Level there is a 12.2 percent difference between the groups with higher rates and those with lower. However, on the National level there is a 15 percent
The U.S. Department of Education’s Digest of Education Statistics (2010) compiles data on educational trends and statistics in the United States. According to the digest, in 2009 African Americans earned about 10 percent of all bachelor degrees awarded. Furthermore, about 20 percent of African Americans currently hold a college degree. When compared to the same rates for the white non-hispanic population, African Americans are largely lagging behind. The challenges that African Americans are facing must be met by post secondary institutions if this group is going to continue on the path of economic and career prosperity. This need is discussed in the report Minorities in Higher Education:
The pressures of racism on today’s society are being perpetuated by socioeconomic shaming against less fortunate black schoolchildren to look to the future of becoming less successful than the more financially stable white schoolchild sitting in the next classroom. The most unfortunate part about the white-black achievement gap is that
Although a proportion of colleges and universities create programs and interventions that would provide support for all students equally, the collegiate achievement gap among the racial/ethnic minority is still a pressing issue. Researchers suggest that college students from minority groups are susceptible to the five sources of chronic strain (Schneiderman, Ironson, & Siegel, 2005). For example, having a full-time job, or problems between role sets (students and parents). As such, students may struggle with finding funds for college tuition and supplies, resolving housing and safety issues, finding help them care for dependent children, and accessing healthcare. Those situations are especially true for the minority students because they may face more challenge while developing time management and coping skills.
The past has shown that minorities do in fact have equal opportunities compared to the white majority, but they do not use them. There are statistics from the AAMC saying the average MCAT scores and GPAs of applicants who are Latino, Black or American Indian are lower than those of their White and Asian American peers (Liliana M Garces). Liliana M. Garces is an Assistant Professor in the Higher Education Program and a Research Associate in the Center for the Study of Higher Education at The Pennsylvania State University. With her contributions to this area of study, people can see how the ever-growing population of minorities in the United States is becoming an issue. If the minorities can now still get into colleges and universities with these
Research shows that Black college retention and graduation rates are low, especially when compared to other races. On The Chronicle of Higher Education: College Completion website, the graph shows 2013 graduation rates for all California public colleges. According to the graph, 17.1% of first time, full-time, Black undergraduates attained their degree within four years. In six years, 45.4% of them met this goal. On the same scale, Whites, Asians, Hispanics, and American Indians are surpassing black graduation rates. In four years, 38.8% of White students are graduating from these institutions, while 67.8% are graduating in six. Forty-two point two percent of Asians are graduating in four years, and 73.3% are graduating in six years. Hispanic students are graduating at the rate of 20.9% in four years, and 53.3% in six years. The rate for American Indians is 31.1% in four years, and 57.5% in six (The Chronicle of Higher Education: College Completion). For a quarter century, the racial college achievement gap between
The economy plays a major role in young black males attaining a genuine education. Many U.S. citizens struggle to pay for college each year. Government resources, such as student loans, help students fund their cost for an education. However, we pay back the student loans and interest rates after we are finished with school. Numerous African-American males attend college for a semester or two, but the percentage of them who graduates is significantly low. For the ones who don’t graduate, it was a complete waste of their time and money. The worst of this impoverishment is that there is no sense of impoverishment (Percy).
Texas schools are experiencing an epidemic in meeting the state graduation goals for some subgroups of students. The school districts are reporting their data which shows a decrease in graduation rates and high increase in retention rates from 2012-2016. According to Texas Education Agency (2017), “The longitudinal graduation and dropout
Since 2001, studies performed by the Princeton Review “show persistent… race bias in both the SAT and the ACT… The SAT favors white males, who tend to score better than all other groups, except Asian American males” (Zwick). Across the US, race bias is being displayed by the SAT and ACT tests. The SAT tends to cater to white males, while minorities and women are left with lower schools. Herman Aguinis along with being a professor at George Washington University and a chairman in The Kelley School of Business is also a researcher and professor of Organizational Behavior and Human Resource Management. Aguinis and his colleagues took a closer look at approximately 1,368 SAT takers who enroll in college annually. Their result show that 221,697 students attend colleges where a bias toward men and women based on the math component of the SAT is present (Unfair Bias in Standardized Tests?). Minorities and women are most likely not to submit test scores when given the option (Straws). Rebecca Zwick, professor in the Department of Education at the Gevirtz School states that “A 1994 College Board study found that there were on average, under predictions [of College GPAs] for Asian American students (and to a lesser extent white students) and over predictions for American Indian, black, and hispanic students” (Zwick). Predictions of college success for minority groups, such as Asian, American Indian, black, and Hispanic students, are unreliable. SAT scores were predicting higher or lower college GPAs than what was actually being acquired by these minority groups. The NACAC report of the commission on the use of standardized tests in undergraduate admission express concern that admissions test scores “calcify differences based on class, race/ethnicity, and parental educational attainment” (Rizzo). This prejudice towards minorities
African American students in an affluent, suburban district have not successfully closed the achievement gap. These students’ are generally lower performing that whites and Asians and sometimes lower than Hispanic and/or socio-economically disadvantaged. According to Sohn (2012) the phenomenon of the black white achievement gap has returned. Slaven and Madden (2006) assert “The gap in academic achievement between African American (as well as Latino) children and their White peers is arguably the most important of all educational problems in the U.S.” (p. 389). This leads to continued disparity in educational goals and mastery and ultimately adulthood successes.
Preparing African-American male students for college With the rising high school graduation rates among the African-American student body, African-American students are still underrepresented in institutions of higher education (Stinnett, Perkins, Parla, Monson & Ready, 2017). Despite the increasing trends in high school graduation rates among African-American students, immediate college enrollment has not increased significantly since 1990 (Stinnett et al., 2017).
Investigating college-readiness by looking at the data for particular groups pinpoints definite achievement gaps. The profile of a college student in the United States reveals that about 60% of recent graduate are “not college-ready” (Kirst, 2007). High school graduation data broken down by ethnicity indicates that 97% of African Americans and 90% of Hispanics are not college-ready upon high school completion (Collins, 2009). This percentage compares to 33% of Caucasian and 25% of Asian students being college-ready at high school completion (Bettinger & Long, 2007). Further, an investigation of gender disparities reveal that males and females tend to perform similarly on college readiness
This article discusses black guardians may have less access to materials, have less time on account of employment and family commitments or be less happy with reading. While the normal number of formal schooling at about a similar time for highly contrasting students. Black kids who are around 4 years old are similarly prone to be required in focus based care, thanks in substantial part to Head Start programs. In any case, black kids are a great deal more probable than white kids to be enlisted in low-quality daycares . When formal schooling starts, disparities proceed. More than 140,000 students were held back in kindergarten in the 2011-2012 school year.
Asian-Americans “More than six-in-ten (61%) adults ages 25 to 64 who have come from Asia in recent years have at least a bachelor’s degree. This is double the share among recent non-Asian arrivals, and almost surely makes the recent Asian arrivals the most highly educated cohort of immigrants in U.S. history” (Pew Research Center, 2013).
Data collected during this study was analyzed to find corroboration that explicitly displayed that being a minority creates effects that are pernicious to academic achievement. This is not to say that data which challenged such a statement was disregarded or left to erode; all data was meticulously examined. Data