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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
Since the 1980’s the cost of attending colleges have increased rapidly. Rising costs of for Medicare, highways and prisons have caused many states to reduce a percentage of their budget for higher education. Colleges and Universities currently face a very serious challenge:
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.
In just about every age group and in every subject, the test-score gap between white and African-American students has grown since 1986, reversing a trend in which the discrepancies decreased from the time the exams were first given in 1969, 1971, and 1973. Since the mid-1980s, gaps in several subjects and age groups have grown by statistically significant amounts.
...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)
Annotated Bibliography Journals: The Journal of the American Denson, N., & Chang, M. (2009). Racial Diversity Matters: The Impact of Diversity-Related Student Engagement and Institutional Context. American Educational Research Journal, 46, 322-353. This article discusses the different forms of racial diversity contribution to students’ educational and learning experiences and the positive effects on students who adopt these diversity opportunities. The author demonstrates how the quality of higher education is substantially heightened by diversity-connected efforts.
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
Boyer, Ashley, and Burnette Hamil. “FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS.” Problems Facing American Education 2.1 (2008): 9. Web. 20 Sep 2009.
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.
...& Hart, M. (2013). Considering class: College access and diversity. Harvard Law & Policy Review, 7(2), 367–403.
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 Journal of Blacks in Higher Education. (2006).Black Student College Graduation Rates Remain Low, But Modest Progress Begins to Show. Retrieved from: http://www.jbhe.com/features/50_blackstudent_gradrates.html
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
As an African American student at a predominately white university, I often experience looks of disbelief and astonishment when sharing my educational achievements, as if it is such a surprise that African Americans can achieve such accolades. When asked why there is such a look of amazement I have received responses such as “Black people don’t usually do or achieve things like that at big time universities.” That comment is another way of saying “Most black people get accepted to and attend HBCUs (historically black colleges and universities)” In addition, I have heard other black individuals who have been told “You know they only accepted you because you’re black and the university has to meet a certain percentage, right?” Such comments revolve around a generalization that minority students do not have the same potential, drive, or ambition as those who are not minorities at predominately white
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,
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.