Retention rates for Black/African American and Hispanic/Latino students dropped more steeply between the second and third semesters than for White and Asian students in both cohorts¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · recheck by 2026: baselines and conditions change

Subclaims¶

q2 i? Differences between racial/ethnic retention rates increased with each semester; by spring 2019 retention differences between all major racial/ethnic groups were statistically significant. → Bracco 2021

Evidence¶

Bracco 2021¶

Bracco, K. R., Barrat, V. X., Skjoldhorne, S., & Finkelstein, N. (2021). Student Progress Before and After California State University's Executive Order 1110. WestEd. http://csustudentsuccess.org/multiple-measures

q2 · i? · associational · r2

Retention analysis by race/ethnicity across the 2017 and 2018 cohorts using Least Squares Means with Bonferroni-adjusted comparisons. The report describes retention patterns by ethnicity as remarkably similar across the two cohorts, with gaps widening each semester.

"Although every racial/ethnic group had a decline in retention rates over each subsequent semester in both cohorts, the retention rates for Black/African American students and Hispanic/Latino students dropped more precipitously from their second to third semester (from their first to second year) than was the case for their White and Asian counterparts."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Black/African American and Hispanic/Latino students were overrepresented in lower QR placement categories relative to their share of the 2018 CSU entering cohort — related
• Achievement declines from 2019 to 2022 were smaller for Asian American and White first and second graders than for Hispanic, Black, and AIAN students — related
• African-American students' disproportionate retention was largely explained by lower prior test scores — related
• Within QR placement categories, White and Asian students earned significantly more first-year units than Black/African American and Hispanic/Latino students, with gaps most pronounced in Category IV — related
• Students who entered CSU without declaring a major were retained at slightly lower rates than students who entered with a declared major — related
• OLI evidence base covers community college and postsecondary students across diverse racial and ethnic groups — related
• At-risk identification is demographically patterned, with Black, Hispanic, and male students more likely to be identified — related
• Despite gains in credits and B4 completion, retention declines under EO 1110 were similar to baseline: 2018 Category III/IV students retained at the same rates as 2017 'not college ready' students — related
• Black/African American and Hispanic/Latino students earned fewer first-year baccalaureate units than White and Asian students in every QR placement category in both cohorts — related