Special Report: African-American College Graduation Rates: Intolerably Low, and Not Catching up to Whites

2002 ◽  
pp. 89
Keyword(s):  
African American ◽  
Graduation Rates ◽  
College Graduation ◽  
Special Report ◽  
College Graduation Rates ◽  
Catching Up

Culturally Responsive Teaching and Mentoring for African American Males Attending Post-Secondary Schools

2021 ◽  
pp. 149-166
Author(s):  
York Williams
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
African American ◽  
Graduation Rates ◽  
Culturally Responsive ◽  
Dropping Out ◽  
College Graduation ◽  
Post Secondary ◽  
Black And White ◽  
College Graduation Rates

African American male (AAM) college students with learning disabilities confront a number of obstacles while matriculating. Data indicates that a growing percentage of college students of color are enrolling in post-secondary institutions to pursue a higher education, but there still remains a graduation gap and retention issues between Black and White students, with the graduation rates of Black males still looming behind those of other groups. Of this student population, AAM's with learning disabilities encounter obstacles, both culturally, emotionally, financially, and psychologically that tend to exacerbate their learning needs and overall college experience, thus resulting in them dropping out midway through or at the end of the semester. Colleges and universities must address this gap and provide opportunities for culturally responsive mentoring, teaching, and specialized supports for AAM's with learning-diverse needs used to increase college graduation rates.

Culturally Responsive Teaching and Mentoring for African American Males Attending Post-Secondary Schools

2020 ◽  
pp. 76-93
Author(s):  
York Williams
Keyword(s):  
College Students ◽  
Learning Disabilities ◽  
African American ◽  
Graduation Rates ◽  
Culturally Responsive ◽  
Dropping Out ◽  
College Graduation ◽  
Post Secondary ◽  
Black And White ◽  
College Graduation Rates

African American male (AAM) college students with learning disabilities confront a number of obstacles while matriculating. Data indicates that a growing percentage of college students of color are enrolling in post-secondary institutions to pursue a higher education, but there still remains a graduation gap and retention issues between Black and White students, with the graduation rates of Black males still looming behind those of other groups. Of this student population, AAM's with learning disabilities encounter obstacles, both culturally, emotionally, financially, and psychologically that tend to exacerbate their learning needs and overall college experience, thus resulting in them dropping out midway through or at the end of the semester. Colleges and universities must address this gap and provide opportunities for culturally responsive mentoring, teaching, and specialized supports for AAM's with learning-diverse needs used to increase college graduation rates.

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.

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