Black and Hispanic students attained postsecondary readiness and success outcomes at substantially lower rates than White students¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? Thirty-three percent of Black students and 51 percent of Hispanic students attained an ACT score of 19 or higher compared with 75 percent of White students. → Hester 2022

Evidence¶

Hester 2022¶

Hester, C., Lazarev, V., Zacamy, J., Nardi, C., & Feygin, A. (2022). Student group differences in Arkansas' indicators of postsecondary readiness and success. Regional Educational Laboratory Southwest. https://ies.ed.gov/ncee/edlabs/regions/southwest/rel_2023-145.asp

q2 · i? · associational · r2

Descriptive analysis of postsecondary readiness (ACT 19+) for 37,930 students and college enrollment/persistence for 63,679 students. The authors report "Thirty-three percent of Black students and 51 percent of Hispanic students attained an ACT score of 19 or higher compared with 75 percent of White students."

"Thirty-three percent of Black students and 51 percent of Hispanic students attained an ACT score of 19 or higher compared with 75 percent of White students (figure 1)."

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Substantial differences in attaining academic indicators of postsecondary readiness occurred for most student groups, with the largest number between Black and White students, NSLP-eligible and ineligible students, and students entering grade 6 after age 13 — related
• Graduation rates by age 19 in Chicago varied substantially by race/ethnicity and gender, with African-American boys lowest (39 percent) and Asian girls highest (85 percent) — related
• Black-White and Hispanic-White achievement gaps at kindergarten entry narrowed significantly between 2010 and 2017 in both math and reading — related
• Gains in sophomore performance were unequal: about one in five Latino and Black young men were off-track at the end of sophomore year — related
• Higher proportions of Black and Hispanic students than White and Asian students are off-track for college readiness throughout middle school — related