Diversity Trends in Higher Education 1 Data Set Analysis: The Importance of Diversity Trends in Higher Education Johanna Hussey Post University HEA515 Evaluation and Assessment December 2, 2018
Diversity Trends in Higher Education 2 Introduction A scan of data from Data,gov reports on the percentage of 18- to 24-year olds who have not completed high school by sex and race/ethnicity over the span of thirteen years (2000 2013). The data provided by the U.S. Department of Commerce, Census Bureau, Current Population Survey reveals a clear picture of how higher education enrollment will change in the coming years. The student body will be more ethnically diverse, more female and less likely to comprise 18-year-olds fresh out of high school. A deeper dive into these numbers reveals shifts in the makeup of today s college student population which higher education administrators need to be mindful of. In the year 2000, 23.5% of the reported 18- to 24-years olds had not completed a high school degree. In 2013, this number was reduced to 17.5%, indicating that more students are completing high school degrees. I would have made the assumption that high school graduation rates would run parallel to college graduation rates. However, according to the percentage of 18- to 24-year olds who have not completed high school, fewer students in 2000 are graduating with a college degree than in 2013. The fact that more young people than are earning high school diplomas is a testament to the hard work and commitment of educators, however as high school graduation rates go up, many students are still unprepared for college. This data set analysis paper will address the significant implications connected to the relationship between high school and college for higher education professionals and why these numbers are important to the diverse student population and how data sets help to address the complex needs of every individual student. Data Used The report Percentage of 18- to 24-year-olds who have not completed high school by sex and race/ethnicity, 2000-2013 from Data.gov was used for this analysis (Appendix A). This data
Diversity Trends in Higher Education 3 website provides government statistics which makes information more accessible, discoverable, and usable. Data.gov is one of the largest data forums in the United States. The report I reviewed provides the percentages of students from the ages of 18- to 24- years old who did not complete high school from 2000-2013. The demographics highlights the total number of students, provides a breakdown of the numbers by sex and race/ethnicity, and then specifically by race with male identify and female identity. The total number of students who did not complete high school drops from 23.5% in 2000 to 17.5% in 2013. Additionally, the number of males who did not complete high school dropped from 26.1% to 19.3% during this time and the number of females dropped from 20.9% to 15.6%. These numbers indicate that high school is better preparing students for life after high school, however, the true need for this data is seen with the breakdown of race/ethnicity. According to the 2018 National Center for Education Statistics (NCES) enrollment totals in 2014 reported 17.3 million undergraduates, of which 9.6 million were white, 3 million Hispanic, 2.4 million African- American, and 1 million were Asian. This data marked a rise for Hispanics and African- Americans between 2000 and 2014. Additionally, NCES reports racial minorities accounting for 33 percent of nontraditional students (Acrobatiq Guest, 2017). NCES also states that more nontraditional students hold a full-time job (59%) than traditional students (43%) and more than 60% of nontraditional students report being their household s main income. This data indicates that institutions, specifically higher education administration, must find innovative ways to balance attaining a degree with holding jobs and managing family responsibilities (Acrobatiq Guest, 2017). Karl McDonnell, CEO of Strayer Education, Inc., says, Colleges and universities must embrace online learning and offer greater affordability and scheduling flexibility in order to meet the diverse needs of this growing student population (Acrobatiq Guest, 2017). When asked what they seek in a college, according to the U.S. News & World Report survey, 24% of nontraditional students express a preference for flexible scheduling,
Diversity Trends in Higher Education 4 such as online courses, career center resources, and personalized instruction. According to NCES data, nontraditional students are more likely to attend evening and weekend classes, and take 25% or more of their courses online. When schools are lacking in support systems for nontraditional students a gap in degree attainment is created. Analysis The analysis of demographic trends for 18- to 24-year olds who did not complete higher school along with the race/ethnicity trends for those who completed a bachelor s degree or higher signify a need for higher education administration to expand offerings to meet evolving student populations. As seen in the article The Changing Face of Today s Student: More Diverse, Older and Requiring More Personalized Learning the traditional learning experience is designed for middle-class young people in full-time residential settings which is not necessarily an effective option for its student body. To move towards closing the degree attainment gap that significantly affects students with identified needs (first-generation, low-income, minority, and working adult students), colleges and universities will need to use national diversity data to leverage resources which will enhance and personalize the student experience (Acrobatiq Guest, 2017). Higher education is held accountable for improving college completion rates, however, when high schools are failing to adequately prepare students for the expectations of college work, students are set up for failure from the start. According to the Chronicle of Higher Education more than 30 million Americans who attend college, never obtain a degree. Certainly higher education administrators can offer support services such as mentorship, advising, strong first-year programs, and other substantial resources of remediation, however, beyond addressing the challenges faced by students, higher education administrators must engage with local schools.
Diversity Trends in Higher Education 5 The Chronicle of Higher Education suggests the following avenues of educational partnership (McGuire, 2018): Communicating expectations and performance: High schools and colleges need accountability for curricular alignment and routine communication for expectations of collegiate preparation. Dual enrollment with majors focused on career pathways: This is recognized as an engagement strategy where high schools prepare students for very specific professional majors. This career focus reduces drop-out rates. Faculty collaboration: Initiatives to strengthen teaching in public school by pairing faculty members in sciences, art, and humanities with high school teachers for curriculum and pedagogical development. Advocating for teachers: College faculty are well positioned to play a central role in the preparation of teachers to improve school by encouraging our very best students to consider teaching as a career rather than a short-term post-graduate opportunity. Share intellectual capital: Educators are in the position to propose specific reform strategies such as the social services that support improving educational outcomes in marginalized neighborhoods such as health-care, nutrition, and food security. With this data and focus on race/ethnicity demographics, higher education administrators can demonstrate the need to prepare college campuses (physical & virtual) for the next generation of diverse nontraditional students and become better prepared to support student success, access, and ultimately enhance student s economic security which will produce effective citizens. Overall, diverse students are attending colleges at a higher rate, but with ill-equipped high schools, colleges are challenged with retaining students and improving graduation rates. By understanding the numbers within the high school population, colleges can work to improve
Diversity Trends in Higher Education 6 student outcomes by anticipating the needs of their population and design learning experiences that feel personalized which will eventually begin to close the degree attainment gap.
Diversity Trends in Higher Education 7 Reference Acrobatiq Guest. (2017, March 24). Retrieved from http://acrobatiq.com/the-changing-face-oftodays-student-more-diverse-older-and-requiring-more-personalized-learning/ McGuire, P. (2018, April 12). Retrieved from https://www.chronicle.com/article/want-more- College-Students-to/243101 Thomas, J. R. (2018, November 12). High school graduation rates going up, but many students still unprepared for college. Retrieved from https://ctmirror.org/2018/11/12/high-schoolgraduation-rates-going-many-students-still-unprepared-college/# GRADE: 80/80 A very interesting topic for analysis. Very well written. Well organized. Great work! Dr. Metaxas
Diversity Trends in Higher Education 8 Appendix A Percentage of 18- to 24-year-olds who have not completed high school by sex and race/ethnicity, 2000-2013 (data from Data.gov, retrieved on 2018, December 1)