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Educational obstacles for native americans
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In recent years, many college leaders have crowed about improvements in their graduation rates. But it’s important to ask — improvement for whom?
According to a new Ed Trust report, Rising Tide: Do College Grad Rate Gains Benefit All Students?, there have been real improvements: More than two-thirds of all four-year public colleges and universities increased graduation rates from 2003 to 2013. And among the 255 institutions that improved and serve a sizable population of African American, Latino, and Native students, 77 percent raised graduation rates for their underrepresented minority students (URMs).
Yet, despite this good news, far too many institutions are not even narrowing longstanding gaps between groups. Of the 255 institutions examined,
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Improvements were greatest for Latino students (7.4 percentage points), and Native students saw an increase of 6.4 percentage points. Gains among black students were the lowest (4.4 points), which means that gaps between black and white students actually increased.
“We caution institutional leaders who celebrate their graduation rate gains to take a good look at their data and ask whether they are doing enough to get more African American, Latino, and Native students to graduation and to close completion gaps,” said Kimberlee Eberle-Sudré, Ed Trust’s higher education policy analyst and co-author of the report. “The answer for many institutions is, ‘No.’ Fewer than half of the institutions we analyzed raised rates for their underrepresented students and cut gaps. Institutions can and must do more to serve URM students.”
The data for individual institutions make clear that what institutions do matters. Some are achieving the twin goals of gains in overall completion and closing gaps. Others are simply riding the tide of overall gains, while URMs lose ground and gaps widen. This report calls on institutional leaders, especially those from institutions that are experiencing gap-widening, to act quickly to close completion gaps. One way to do so is by learning from institutions that made significant progress in supporting students from underrepresented
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San Diego State University, where students who enter academically behind are encouraged to take remedial courses the summer before their freshman year. In addition, advisors urge students to carry a minimum load of 15 credits per semester.
The report also calls out 17 institutions that had declining graduation rates for URMs while graduation rates for white students improved. They include:
The University of Central Arkansas, where the graduation rate for URMs is more than 10 points lower than it was in 2003. But graduation rates for white students increased over the same time period, widening the gap from 2 percentage points in 2003 to a whopping 21 points.
Kutztown University, where the graduation gap is more than 20 percentage points — compared with only a 5-point gap a decade ago.
This report comes on the heels of racial incidents and student protests occurring on college campuses from New York to Missouri to California. The data in this report sends a message to institutional leaders that they must be deliberate about the choices they make on how to serve their
*In 1988, the enrollment of black men declined, while it increased for women. There were 179,000 black women in college, then black men.
...pare their students to succeed in an increasingly dynamic and competitive job market (2009 p. 4). However, my research of Western Illinois University reveals that today it seems to have embraced the needed changes. According to the 2014 U.S News, their college ranking report has Western Illinois has a high ranking for a regional university. It accolades now include a diverse students population and it now bolters a raking of #13 has among the best Midwestern colleges (U.S. News, 2014)
Most African-Americans agree that they have much to gain by earning a college degree. Most will also agree that this task is much easier said than done. Unfortunately, many African-Americans find that disparities in higher education eclipse their expectations of equal educational opportunity. For many, Historically Black Colleges and Universities (HBCUs) are a great solution. Since the founding of Cheyney University in 1837, HBCUs have continually been established to give African-Americans an education as they could not attend other institutions due to segregation laws. HBCUs became more widespread in the 1960s with twenty-seven institutions being established, twenty-four of which still exist today among the 105 institutions. HBCUs play an important role in the education of African-Americans compared to other colleges and universities. They historically provided a way for African-Americans to receive an education that Predominantly White Institutions (PWIs) did not allow, they offer an inclusive environment that fosters better academic and social adjustment, and their open admissions policy along with efforts to enhance retention rates gives African-American students from disadvantaged backgrounds the opportunity for success.
U.S. Department of Education. (2010). Profile of undergraduate Students 2007-2008. National Center for Education Statistics [NCES]. Retrieved from http://nces.ed.gov/pubs2010/2010205.pdf
Dowd, A. C. (2003). From access to outcome equity: Revitalizing the democratic mission of the community college. Annals of the American Academy of Political and Social Science, 586(March), 92-119.
Boyer, Ashley, and Burnette Hamil. “FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS.” Problems Facing American Education 2.1 (2008): 9. Web. 20 Sep 2009.
The student population at the majority of HBCUs remains predominantly black, yet the racial diversity of such institutions have undergone tremendous changes over the years. Due to a decline in student enrollment, HBCUs have opened their doors to a more racially diverse student body. For example, the University of Texas at Arlington had a slight decline in percentage of black students enrolled and an incline in percentage of Hispanic students enrolled from 2010 to 2013. The incline provided a significant boost to the college that has grown to just under 300 students and was on the brink of collapse a few years prior (Mangan, 2015). Another example of racial diversification in HBCUs is seen in the case of Delaware University where its African American
The issue of whether HBCU’s are still needed have been occurring constantly in today’s nation. HBCU’s have been in existence for almost two centuries now. Their principal mission is to educate African Americans, and they have. HBCU’s graduate more than 50% of “African American” professionals and public school teachers. But, HBCU’s have been facing challenges such as their decrease in diversity, financing, and graduate rates which has caused a speculation of their importance in today’s communities. I believe that HBCU’s are still needed.
While overall college enrollment and graduation rates have risen for all minority groups, there continues to be concerns for this segment of the population, particularly for African American students. Even though there have been significant increases in enrollment and graduation figures over the past several decades, issues concerning retention persist. About 30 percent of African Americans who enroll in college drop out prior to degree completion (Rye, 2009). This is further documented by Museus (2011) who reports that less than one-half of minority students who begin college at a 4-year institution achieve a degree within 6 years. This is significant since college retention has been linked with both self-efficacy and future academic success (Brittain, Sy, & Stokes, 2009).
...& Hart, M. (2013). Considering class: College access and diversity. Harvard Law & Policy Review, 7(2), 367–403.
Redd, Kenneth E. "Historically Black Colleges and Universities: Making a Comeback." New Directions for Higher Education 1998.102 (1998): 33-43. WILEY. Web.
During my research I found out there was several facts concerning education in our nation. Some of the facts I’ve learned concerning my american generation was from the year of 2012. In 2012 it was known that African American students had only 69% graduation rate. African American rate was lower than Hispanic, Asian and Caucasian
By 2020, about two-thirds of employment opportunities in the US will require the applicants to possess post-secondary documents or some form of training that supersedes high school education (Deming, Cohodes, Jennings & Jencks, 2016). However, the current trend in college drop-outs appears to reduce the effectiveness of the U.S to show competitiveness in the global education index. Minorities such as African Americans and Hispanics have lower graduation rates than the Whites. Although the numbers of entries into college have increased lately, the existing disparities in education have diminished college-graduation rates. For instance, racial minorities are largely underrepresented in the colleges and institutions of higher learning (Winters,
Today, many colleges and universities across America are being considered “institutional melting pots” as they are becoming more and more diverse each year. However, racism and discrimination are still very much present on many of these campuses, primarily on those with low rates of diversity, and research shows that minority students face more discrimination and racism on low-diversity campuses. Studies show that students from minority racial and ethnic groups at colleges where minorities are underrepresented experience more stereotyping, harassment, and other forms of discrimination than those on campuses that are more diverse, according to a report from the Higher Education Research Institute at the University of California. In addition,
In the United States, many lack the skills necessary for college. Unfortunately, the education system fails to prepare some of its students for work or higher learning. Despite these circumstances, teachers and bureaucrats seek improvements to obtain higher success. In spite of the pressure for success, the current situation is not yielding the desired results. Moreover, in the recent State of the Union Address in early 2014, President Barack Obama stated the need for improved education, especially in science, technology, engineering, and mathematics, or STEM fields. Yet, what should reformers pursue? Researchers have observed recurring problems to direct the improvement of education. The information presented, particularly over the past ten years, has revealed a need to involve the students that lag the most. Education risks excluding k-12 boys and minorities, as well as remedial education collegians, in higher education.