Critically Low Hispanic College Graduation Rates and a Clear Absence of Hispanic High-Level Administrators in Arizona, California, and Texas

2014 ◽  
pp. 119-140
Author(s):  
Ramona Ortega-Liston ◽  
RaJade Berry-James
Keyword(s):  
Graduation Rates ◽  
College Graduation ◽  
College Graduation Rates ◽  
High Level

How Much Is Too Much: Educational Loans and College Graduation

2016 ◽  
Vol 32 (7) ◽  
pp. 993-1017
Author(s):  
Min Zhan ◽  
Xiaoling Xiang ◽  
William Elliott
Keyword(s):  
Graduation Rates ◽  
Race And Ethnicity ◽  
Hispanic Students ◽  
Ethnic Disparities ◽  
Longitudinal Survey ◽  
Event History ◽  
College Graduation ◽  
Racial And Ethnic Disparities ◽  
College Graduation Rates ◽  
Ethnicity Data

This study examines the association between educational loans and college graduation rates, with a focus on differences by race and ethnicity. Data come from the 1997 National Longitudinal Survey of Youth. Results from the event history analyses indicate that educational loans are positively related to college graduation rates, but only up to a point (about US$19,753). Although this nonlinear relationship holds true among White, Black, and Hispanic students, there are differences in the level of loans where its effect turns negative on graduate rates. There is little evidence overall that educational loans reduce racial and ethnic disparities in college graduation.

Issues of Developmental Instruction in Higher Education and the Need for Change

2020 ◽  
pp. 253-270
Author(s):  
Theresa Neimann
Keyword(s):  
High School ◽  
High School Students ◽  
Graduation Rates ◽  
High School Graduates ◽  
College Graduation ◽  
School Students ◽  
High School Graduation Rates ◽  
College Credits ◽  
College Ready ◽  
College Graduation Rates

Achievement gaps are responsible for low high school graduation rates, low college enrollments, low college graduation rates, and lack of job readiness. Because many of today's high school students are not college ready, there is the need for developmental education in community colleges. Approximately 60% of high school graduates need to take remedial education courses before they can take credit bearing classes, and 76% of high school graduates do not meet ACT college readiness benchmarks. Dual enrollment is one way to address this issue. Opportunities to extend college credits to interested high school students have been increasing as an intervention strategy in preparing students for college, improving graduation rates, and reducing the time of college completion.

Improving U.S. College Graduation Rates with Quality Online and Blended Degree Completion Programs

2017 ◽  
pp. 40-59
Author(s):  
Lisa Braverman
Keyword(s):  
Graduation Rates ◽  
Degree Completion ◽  
College Education ◽  
College Graduation ◽  
College Graduation Rates ◽  
Adult Degree Completion ◽  
Degree Completion Programs ◽  
Sufficient Degree ◽  
Economic Vitality ◽  
The U.S

The Lumina Foundation estimates the number of American adults possessing some college education, but no degree, to hover at about 47 million. CAEL approximates this number to be about 100 million when including adults without any previous college study. This chapter questions whether there are sufficient degree completion programs available in the U.S. to meet current demand. With the U.S. a dismal 19th in the 2015 OECD rankings of college graduation rates, this chapter makes the case that there is more work for American colleges and universities to do to address the gaping disparity between the number of Americans holding four-year degrees and those needed to provide the innovation required to maintain future American economic vitality. Finally, the chapter reviews the blended classroom approach as a highly effective model for serving the adult degree completion population and describes a successful program that was recently created at Long Island University.

Social Capital’s Impact on College Graduation Rates, Debt, and Student Loan Defaults

2020 ◽  
pp. 152102512091887
Author(s):  
Steve Joanis ◽  
James Burnley ◽  
J. D. Mohundro
Keyword(s):  
Social Capital ◽  
Graduation Rates ◽  
Student Loan ◽  
Theory And Practice ◽  
College Graduation ◽  
Student Debt ◽  
Loan Default ◽  
College Graduation Rates ◽  
Default Rates ◽  
Debt Levels

This study extends the literature on education economics and student retention by examining social capital as a predictor of college graduation rates, student debt levels, and student loan default rates. Coleman’s social capital theory is employed to understand how social influences can impact students through external social support (i.e., social capital). The study uses school-level data from the U.S. Department of Education’s Integrated Postsecondary Education Data System and two social capital measures. Results suggest that social capital, at both the state and the community level, significantly influences graduation rates, student debt levels, and loan default rates. Implications for theory and practice are discussed.

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