Disaggregate all higher education data by race and income to reveal which student groups have which opportunities and outcomes¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report recommends that a reauthorized Higher Education Act require disaggregation "by race and income all IPEDS and NSLDS data on critical measures of student success, like enrollment, persistence, retention, transfer, and completion, as well as post-enrollment outcomes." It argues current data cannot show how different student groups experience higher education, limiting targeting of incentives and interventions. It also recommends overturning the ban on a student unit record system.

Design Implications¶

Context¶

Requirements¶

• A student-level data network with privacy and security protections for sensitive student information such as citizenship status, disciplinary records, criminal history, and religious beliefs

Constraints¶

• The report notes the FAFSA does not ask a question about race, severely limiting public understanding of outcome differences by income and race

Target Learners¶

• students from low-income families
• students of color

Target Learning Goals¶

• college access
• degree attainment
• post-enrollment outcomes

Claims¶

• The proportion of CPS graduates enrolling immediately in college rose gradually to 63 percent by 2018, with persistent disparities by race/ethnicity and gender [+W]

Related Strategies¶

• Require colleges to report Pell graduation data annually through integrated federal data collections
• Online college search tools should prominently display both four-year and six-year completion rates, disaggregated by race/ethnicity, gender, and Pell eligibility
• State policy package to expand equitable access to advanced coursework: credit transparency, automatic enrollment with opt-out, fee removal, disaggregated data reporting, and belonging supports

Examples¶

-

Key Sources¶

• Kayla C. Elliott, Tiffany Jones. (2016). Creating Accountability for College Access and Success: Recommendations for the Higher Education Act and Beyond. Ed Trust. https://edtrust.org