Preventing Attrition: Critical Interventions to Close the Racial Gap in Not Transfer-Attrition

Background/Context The fulfillment of academic potential is an underdeveloped area of inquiry as it relates to explaining racial differences in academic outcomes. Examining this issue is important for addressing not only differences in the typical outcomes for African American and White students but also the severe underrepresentation of African American students among the highest achieving students. Whereas other studies have operationalized lost academic potential as unfulfilled expectations for educational attainment, this study takes a different approach, measuring whether students earn higher or lower grades than the grades predicted by earlier tests of academic skills. Students whose grades are equal to or exceed those predicted by their earlier test scores are said to have fulfilled their academic potential, whereas those whose grades are lower than predicted have not realized their potential. Purpose/Objective/Research Question/Focus of Study This study finds that African American high school students are less likely than their White peers to realize their academic potential. The analyses test several explanations for the racial gap in the realization of academic potential, focusing on the students themselves, their teachers, and their schools. Research Design This study uses hierarchical linear modeling to analyze data from the Education Longitudinal Study of 2002. Conclusions/Recommendations The results suggest that teachers perceive African American students as exerting less classroom effort than White students, which accounts for a substantial proportion of the racial gap in unrealized academic potential, even with several student characteristics held constant. At the school level, there are larger racial gaps in unrealized academic potential in segregated schools and schools with strict disciplinary climates. Strikingly, the negative effect of strict disciplinary climate exists net of students’ own receipt of disciplinary actions. That is, the negative association between strict disciplinary climate and the realization of academic potential for African American students applies to African American students regardless of whether they themselves have been in trouble at school. This study reveals that characteristics of schools that lack immediately obvious racial implications, such as a school's approach to student discipline, may be just as harmful as overtly racialized inequality within and between schools.

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The Widening Racial Gap in American Higher Education

Journal of Black Studies ◽

10.1177/002193478401400404 ◽

1984 ◽

Vol 14 (4) ◽

pp. 457-476 ◽

Cited By ~ 2

Author(s):

Laurie Russell Hatch ◽

Kent Mommsen

Keyword(s):

Higher Education ◽

American Higher Education ◽

Racial Gap

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Black and White Differences in Life Expectancy in 4 US States, 1969-2013

Public Health Reports ◽

10.1177/0033354919878158 ◽

2019 ◽

Vol 134 (6) ◽

pp. 634-642 ◽

Cited By ~ 2

Author(s):

Jay S. Kaufman ◽

Corinne A. Riddell ◽

Sam Harper

Keyword(s):

New York ◽

Life Expectancy ◽

Racial Differences ◽

State Level ◽

Decomposition Methods ◽

The United States ◽

Future Research ◽

Age Group ◽

Life Expectancy At Birth ◽

Racial Gap

Objectives: Racial differences in mortality in the United States have narrowed and vary by time and place. The objectives of our study were to (1) examine the gap in life expectancy between white and black persons (hereinafter, racial gap in life expectancy) in 4 states (California, Georgia, Illinois, and New York) and (2) estimate trends in the contribution of major causes of death (CODs) to the racial gap in life expectancy by age group. Methods: We extracted data on the number of deaths and population sizes for 1969-2013 by state, sex, race, age group, and 6 major CODs. We used a Bayesian time-series model to smooth and impute mortality rates and decomposition methods to estimate trends in sex- and age-specific contributions of CODs to the racial gap in life expectancy. Results: The racial gap in life expectancy at birth decreased in all 4 states, especially among men in New York (from 8.8 to 1.1 years) and women in Georgia (from 8.0 to 1.7 years). Although few deaths occurred among persons aged 1-39, racial differences in mortality at these ages (mostly from injuries and infant mortality) contributed to the racial gap in life expectancy, especially among men in California (1.0 year of the 4.3-year difference in 2013) and Illinois (1.9 years of the 6.7-year difference in 2013). Cardiovascular deaths contributed most to the racial gap in life expectancy for adults aged 40-64, but contributions decreased among women aged 40-64, especially in Georgia (from 2.8 to 0.5 years). The contribution of cancer deaths to inequality increased in California and Illinois, whereas New York had the greatest reductions in inequality attributable to cancer deaths (from 0.6 to 0.2 years among men and from 0.2 to 0 years among women). Conclusions: Future research should identify policy innovations and economic changes at the state level to better understand New York’s success, which may help other states emulate its performance.

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